ID, 


THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


- 

'3,  TEXAS 


A  MANUAL 


OF 


PITMAN  PHONOGRAPHY 


PREPARED   FOR   SCHOOL,   PRIVATE,   AND 
MAIL   INSTRUCTION 


BY 

D.    L.    SCOTT-BROWNE 

Author  of  the  American  Standard  Series  of  Phonographic  Text-looks 
REVISED   BY 

HOWARD    E.    RANDALL,   M.D. 

Principal  of  Randall  School  of  Shorthand  and  English.  Philadelphia,  Pa. 


MVZNTY-lflF'lK    THOUSAND 


HINDS,    NOBLE   &   ELDREDGE 

31-33-35  WEST  I5TH  STREET,  NEW  YORK  CITY 


COPYRIGHT,  1897,  1904, 
Bv  F.  LYMAN  BROWNE 


HOC: 


PREFACE. 

A  GOOD  book  needs  no  apology,  and  a  bad  one  cannot  be  saved  by  any 
effort  to  conceal  its  defects.  An  acceptable  text -book  on  phonography  is 
a  difficult  work  to  write.  The  author  of  such  a  book  must  put  himself  in 
the  place  of  the  student  of  little  culture  as  well  as  the  student  of  educa- 
tion and  literary  attainments.  To  write  a  text-book  that  will  be  clear  to 
one  and  not  over  explained  to  the  other,  to  adapt  the  instruction  to  all 
classes  of  minds,  is  no  easy  task.  That  this  has  been  accomplished  is 
attested  by  the  fact  that  students  of  this  system  have  become  professionals 
in  every  branch  of  labor  requiring  the  skill  of  a  stenographer. 

In  the  multiplicity  of  meUiods  published  in  this  country,  owing  to  the 
fact  that  the  American  copyright  law  encourages  rather  than  stifles  inven- 
tion (as  is  the  case  in  England),  it  might  seem  to  a  person  j>ot  versed  in 
the  art  that  there  could  be  little  or  no  difference  in  the  value  of  systems; 
that  one  might  as  well  be  chosen  as  another;  that  each  is  equally  good; 
that  all  serve  the  purpose  required  of  shorthand,  on  pretty  much  the 
principle  that  the  same  result  can  be  attained  by  different  penmen  using 
different  pens.  But  there  is  this  important  difference:  skilled  work  can 
be  done  more  easily  and  more  satisfactorily  and  with  greater  expedition 
and  certainty  by  the  very  best  instrument  than  with  any  one  of  a  dozen 
fairly  good  tools.  It  is  a  fact  in  shorthand  authorship,  as  in  other  literary 
work,  that  some  one  man  is  capable  of  writing  a  better  book  than  all 
other  authors.  For  evidence  of  this  we  have  but  one  Blackstone  ex- 
pounder of  law,  though  hundreds  of  law  writers;  one  Gray  on  botany, 
though  botanists  without  number;  one  Ruskin  on  art,  in  scores  of  art 
writers;  one  Herschel  among  many  astronomers;  one  Morse  in  hundreds 
of  electricians;  one  Webster  in  a  world  of  definers. 

For  half  a  century  our  art  has  been  burdened  with  over  explanation  or 
lack  of  illustration,  making  it  difficult  for  a  student  to  understand  the 
application  of  principles  or,  impossible  for  him  to  get  an  adequate  knowl- 
edge of  the  art  for  practical  use.  Attempts  at  simplicity  have  been  at  the 
loss  of  fullness  or  completeness  of  instruction,  while  a  predominant  ten- 
dency in  text-books  has  been  toward  filling  them  with  theoretical  and 


449595 


iv  Preface. 

impracticable  matter,  the  author  forgetting,  as  it  were,  the  purpose  of  his 
writing  and  allowing  the  pleasures  of  composition  to  carry  him  off  into 
realms  of  mere  intellectual  delight. 

Phonography  is  a  generic  term,  applying  to  human  utterance  and  its 
expression  in  systems  of  writing.  It  cannot,  therefore,  be  correctly  con- 
sidered as  the  name  for  only  one  man's  method,  since  it  comprehends  all 
systems  of  phonetic  expression,  as  distinguished  from  symbolic  and  arbi- 
trary writing,  which  has  been  displaced  by  phonography.  Our  art  dates 
from  the  discovery  of  a  scientific  method  as  far  back  in  the  ages  as  the 
time  of  the  construction  of  the  first  alphabet. 

An  idle  boast  has  been  going  the  rounds  of  the  ignorant  press  for  a 
half  century  that  a  certain  man,  who  combined  the  characters  he  found  in 
different  systems  and  arranged  them  to  suit  his  own  taste,  invented  pho- 
nography, whereas  he  only  imitated  other  phonetic  shorthand  authors  who 
published  books  as  far  back  as  the  sixteenth  century.  Phonography  as  a 
phonetic  system  of  writing  was  invented  by  no  one  man,  but  has  been 
used  and  improved  upon  from  day  to  day  ever  since  the  establishment  of 
the  first  alphabet. 

Many  men  have  invented  particular  systems  of  phonography  or  writing 
by  sound,  and  each  is  entitled  to  all  the  credit  his  work  has  secured  him, 
as  is  the  novelist  who  makes  an  indelible  mark  in  the  intellectual  world 
by  virtue  of  his  ideas  and  observations.  All  authors  of  shorthand  have 
had  the  same  field  to  explore  for  stenographic  material,  and  each  one 
combined  and  recombined  the  same  as  he  thought  best. 

The  writer  of  this  system  must,  therefore,  disclaim  all  merit  in  the 
authorship  of  phonography  per  se,  but  believes  he  has  presented  a  fuller 
and  more  comprehensible  style  of  shorthand  than  any  of  his  predecessors, 
and  that  too  without  abridgment  of  the  subject  or  redundance  in  any 
particular.  Still,  he  is  free  to  admit  that  his  work  is  not  entirely  of  his 
own  making,  but  that  much,  very  much,  credit  is  due  to  thousands  of 
teachers,  phonetic  scholars,  and  professional  writers  of  the  art  in  America. 
He  is  under  special  obligation  to  the  guidance  afforded  him  by  the  older 
and  better  writers  of  a  pure  phonography,  such  as  Mr.  Dennis  F.  Murphy, 
Mr.  Theodore  F.  Shuey,  and  others,  of  the  corps  of  United  States  Senate 
reporters;  Mr.  John  J.  McElhone  and  corps  of  House  reporters,  with 
other  old  stenographers  in  Washington;  Mr.  T.  C.  Leland,  Mr.  F.  G.  de 
Fontaine,  Mr.  Charles  B.  Collar,  Mr.  \V.  A.  Croffut,  and  journalists  and 
stenographers  of  New  York  and  other  cities,  who  represent  a  distinctive 
American  shorthand  —  a  style  as  superior  to  the  shorthand  of  the  present 


Preface.  v 

day,  illustrated  in  the  text-books  of  the  Pitmans,  Munson,  and  authors  of 
other  systems,  as  simple  forms  and  direct  methods  are  superior  to  intricate 
and  devious  ways. 

It  is  not  to  be  hoped  that  the  system  presented  in  this  book  is  perfect. 
In  the  very  nature  of  things  this  would  be  impossible,  for  improvement  is 
as  necessary  as  progress.  Finality  has  been  reached  in  nothing  human. 
But  the  system  is  as  perfect  as  the  work  of  practical  men  has  been  able  to 
make  it  in  their  efforts  to  obtain  the  most  speedy  and  legible  shorthand. 

It  has  been  definitely  settled  that  the  foundation  of  this  system  is 
s  -ientifically  correct,  and  the  best  that  could  be  devised  in  the  present 
light  and  experience  of  the  world.  What  changes  may  come  will  have  to 
come  in  the  use  of  minor  modifications,  and  these  will  be  in  consistent 
aralogy  with  the  fundamental  principles  of  the  method  which  has  estab- 
lished uniformity  for  the  first  time  in  the  history  of  stenographic  writing. 
The  late  editions  of  all  other  systems  differ  radically  and  materially  from 
ihe  earlier  editions,  thus  isolating  the  first  writers  of  any  one  system 
from  later  writers  of  the  same  method,  because  arbitrary  changes  were 
made  in  the  groundwork  of  the  systems.  For  this  reason  the  oldest,  and 
at  one  time  the  best-recognized,  phonography  has  now  the  least  number 
of  adherents,  there  being  several  schools  of  writers,  owing  to  the  several 
changes  made  in  subsequent  editions  of  the  text-book.  This  difference  in 
our  system  from  all  others  establishes  it  beyond  question  as  the  true 
STANDARD,  one  which  might  appropriately  be  called  the  WORLD  STANDARD, 
only  that  patriotism  leads  us  to  honor  our  own  country  by  calling  it  the 
AMERICAN  STANDARD. 

D.  L.  S-B. 

NEW  YORK,  September,  1893. 


PREFACE   TO    REVISED   EDITION. 

IN  revising  Part  I.  of  the  American  Standard  Manual  of  Pitman  Pho- 
nography, I  have  avoided  making  radical  changes  in  that  work,  except 
where  they  seemed  strongly  advisable  or  were  absolutely  necessary.  The 
advisability  has  been  gauged  by  my  personal  knowledge  of  the  opinions 
pf  those  who  produced  the  book,  the  necessity  by  a  few  objectionable 
features  that  have  constantly  obtruded  themselves  during  twelve  years' 
usage  of  (the  Manual  in  the  class  room. 

I  have  in  no  sense  attempted  to  rewrite  the  book,  nor  to  interlard  my 
own  ideas  and  views,  many  of  which  differ  materially  from  those  of  the 
author;  but,  believing  the  system  to  have  been  well  thought  out  and  well 
wrought  out,  have  corrected  palpable  errors,  supplied  omissions  and  trans- 
posed certain  sections  to  their  logical  positions,  without,  as  I  believe,  dis- 
turbing the  beauty  and  harmony  of  the  whole. 

The  rules  for  r,  I,  and  sh  have  been  restated;  the  remarks  on  "position  " 
have  been  epitomized  and  placed  immediately  after  the  introduction  of 
the  vowels,  where  they  belong;  proper  names  and  other  unusual  words 
have  been  eliminated  from  the  reading  exercises  wherever  and  whenever 
it  was  possible  to  otherwise  exemplify  the  rules.  All  errors  that  existed 
have  been  carefully  corrected,  while  occasional  obscure  points  in  the  ex- 
planations have  been  elucidated,  and  the  use  of  the  in,  en,  and  un  hook 
has  been  somewhat  extended.  There  have  been  several  minor  changes, 
the  reasons  for  which  any  one  thoroughly  familiar  with  the  book  will 
readily  understand. 

Many  useful  suggestions  have  been  received  from  teachers  in  various 
parts  of  the  country,  but  thanks  are  especially  due  to  Elizabeth  Masland 
of  Philadelphia,  and  Elizabeth  A.  Randall,  whose  long  experience  as  a 
teacher  of  beginners  renders  her  opinion  as  to  matters  of  theory  invaluable. 

As  a  plain,  logical  exposition  of  Pitman  Phonography,  The  American 
Standard  Manual  has  no  superior.  This  is  the  testimony  of  hundreds  of 
teachers,  and  if  I  have  contributed,  in  never  so  slight  a  degree,  to  its  better- 
ment, I  shall  have  been  amply  repaid  for  the  arduous  labor  it  has  cost  me. 

H.  E.  R. 

BETZ  BUILDING,  PHILADELPHIA, 
September  i,  1904. 

vi 


CONTENTS. 

PAGE 

INTRODUCTION        ....;....  ix 

DIRECTIONS  TO  THE  STUDENT  OR  TEACHER  xi 

LESSONS  BY  MAIL .  xiii 

DEFINITIONS  . .  xiv 

LESSON  I.  — CONSONANTS . 

Derivation  of  the  Letters          .         .         .         .         .         . 

Manner  of  Writing  the  Stems  ...... 

Rules  for  Writing  and  Joining  the  Stems  .         . 

LESSON  II.  — SIMPLE  VOWELS   .        .        .        . 

Manner  of  Writing  Vowels       .         .         .         .         .         .         8 

Position 10 

LESSON  III.— THE  USE  OF  R,  L  AND  SH        .        .        .      15 

When  to  use  Er .        .15 

When  to  use  Ra       .         .         .         .'.         .         .         .16 
Rules  for  El  and  La,  and  for  Ish  and  Sha         .        .        .       16 

LESSON  IV.  — EXTRA  VOWELS  .        .        .        .        .        .18 

LESSON  V.  —  DIFTHONGS .       19 

LESSON  VI.  —  NAMES  OF  THE  CONSONANTS       .        .        .21 
Names  of  the  Vowels  and  Difthongs         .         .         .         .       21 

LESSON  VII.  —  PUNCTUATION  POINTS  AND  TYPOGRAPHI- 
CAL MARKS 22 

LESSON  VIII.  —  ABBREVIATIONS         .        .        .        .        .24 
Easiest  Way  to  Learn  the  Abbreviations  .        .        .        .      25 

Simple  Stem  Signs .         .26 

Vowel  and  Difthong  Signs 28 

Two  or  More  Stems          .......       30 

vii 


viii  Contents. 

PAGE 

LESSON  IX.  — CIRCLE  FOR  S  AND  Z          .        .        .        .32 

R  with  S  Circle 33 

When  the  Circle  must  not  be  used 34 

LESSON  X.  —  LOOPS  FOR  ST  AND  STR      ....  38 

LESSON  XL  — BRIEF  SIGNS  FOR  W  AND  Y               .  41 

LESSON  XII.  — CONCURRENT  VOWELS        ....  45 

Brief  W  and  Y  Signs 46 

LESSON  XIII.  — HALVING  TO  EXPRESS  T  OR  D        .        .  48 

LESSON  XIV.  — ED-TICK 54 

LESSON  XV. —  HOOKS  FOR  L  AND  R        .        .  56 

LESSON  XVI.  — S-CIRCLE  ON  L  AND  R  HOOKS        .        .  65 

Special  Vowelization         .......  66 

Spel  and  Sper  Abbreviations    ......  67 

LESSON  XVII.  — HOOKS  FOR  N,  F,  AND  V       ...  69 

LESSON  XVIII.  — HOOKS  FOR  SHN 77 

LESSON  XIX.  —  SEMICIRCLE  FOR  IN,  EN,  UN,  AND  N     '  .  81 

LESSON  XX.— SHADING 83 

LESSON  XXI.  —  LENGTHENING 84 

LESSON  XXII.  — TICK  FOR  H 87 

LESSON  XXIII.  —  THE  USE  OF   STEMS    AND   MODIFICA- 
TIONS    88 

LESSON  XXIV.— DISJOINED  PARTS  OF  WORDS        .        .  89 

LESSON  XXV.  — PREFIXES  AND  AFFIXES..        ...  90 

LESSON  XXVI.  — APPOSITION 98 

LESSON  XXVII.  — SPANISH  PHONOGRAPHY       .        .        .105 

APPENDIX.— 

POSITION 107 

PHRASING no 

IMPORTANCE  OF  PUNCTUATING  SHORTHAND  NOTES      .  112 


INTRODUCTION. 

The  name  "  American  Standard  "  has  been  chosen  for  this  system  of 
phonography  to  indicate  that  it  represents  the  method  in  most  general  use 
in  America,  in  the  sense  that  the  terms  "  French  Standard  "  and  "  German 
Standard  "  are  used. 

The  work  is  small  because  it  is  free  from  philological  disquisitions  or 
stenographic  matters  that  are  only  theoretical  and  which  may  be  found 
treated  at  great  length  in  the  works  of  other  authors,  dictionaries,  and 
treatises  on  language. 

Each  chapter  has  been  arranged  to  embody  the  full  elucidation  of  a 
principle  and  to  preserve  the  continuity  of  the  subject  treated  by  giving 
all  the  illustrations  in  one  connection.  The  examples  for  practice  accom- 
panying the  presentation  of  principles  have  been  so  arranged  that  the 
student  may  see  every  principle  from  the  start  as  it  will  appear  in  the  most 
rapid  reporting  —  without  change  of  form  or  difference  in  application.  AH 
the  flummery  of  a  "  corresponding  "  as  differing  from  a  "  reporting  "  style 
of  phonography  has  been  discarded  in  this  method,  so  that  the  pupil  shall 
have  nothing  to  unlearn  and  his  progress  may  be  more  rapid  than  by  any 
other  system.  For  easy  reference  every  illustrative  line  in  the  book  is 
numbered,  so  that  any  word  in  the  reading  and  writing  exercises  can  be 
referred  to  readily,  thus  adapting  the  book  to  private,  mail,  or  class 
instruction. 

Previously  illustrated  principles  appear  in  subsequent  exercises  to  pre- 
vent the  possibility  of  the  student  forgetting  them,  and  to  enable  him  to 
take  dictation  without  resort  to  dictionaries. 

This  edition  of  the  American  Standard  Text-book  of  Phonography 
differs  from  former  editions  of  the  work  in  arrangement,  exemplification 
of  the  art,  and  adaptation  of  phonography  to  reporting  in  Spanish,  the 
great  commercial  language  of  South  American  countries  and  of  many  of 
the  outlying  possessions  of  the  United  States. 

The  plan  of  the  author  has  been  to  present  in  Part  I.  Text-book  all 
the  principles  of  the  art;  Part  II.  gives  a  resume  of  the  same  and  furnishes 
a  complete  reporter's  guide  to  all  kinds  of  reporting.  The  Readers  and 

b 


x  Introduction. 

other  works  are  helps  to  the  student  desiring  to  take  up  one  or  more 
branches  of  the  rt  sorting  profession.  The  auxiliary  works  may  be  used 
as  books  of  reference  or  for  piecemeal  study  and  always  as  aids  to  the 
Text-book. 

Legibility  and  uniformity  could  never  be  secured  by  the  old  phonography 
or  any  of  the  later  modifications  of  it,,  owing  to  lack  of  principles  in  the 
systems.  The  plan  in  other  methods  is  to  depend  upon  arbitrary  authority 
for  the  outlines.  This  system,  however,  presents  new  and  heretofore 
undiscovered  principles,  which  are  scientific  and  easy  to  apply,  and  make 
it  almost  impossible  for  variance  to.  exist  in  the  forms  of  words,  even  by 
writers  of  the  greatest  individuality  and  inventive  dispositions.  These 
laws  are  illustrated  all  through  Part  I.  Text-book,  and  specially  treated  in 
the  chapters  on  Syllabication,  Analogy,  etc.,  in  Part  II.  Text -book. 


' 


: 

DIRECTIONS    TO    THE    STUDENT    OR 
TEACHER 

THE  lessons  in  this  book  are  divided  so  as  to  convey  all  the  instruction 
on  one  principle  in  one  connection;  thus,  initial  hooks. form  one.  lesson, 
though  there  are  two  of  them;  final  hooks  form  another  lesson,  though 
three  principles  are  involved  ;  but  the  chapters  are  subdivided  to  treat  one 
modification  or  hook  at  a  time  where  any  difference  exists.  One  lesson 
may,  therefore,  be  so  brief  as  not  to  be  long  enough  for  the  instruction  of 
the  student  at  one  sitting,  and  then  again  another  may  be  so  long  as  to 
make  it  necessary  to  divide  it  into  two  or  three  lessons.  The  teacher  or 
student  must  select  as  much  matter  as  may  be  necessary  to  constitute  what 
can  be  thoroughly  mastered  in  a  lesson. 

SPELLING. 

Phonography  is  a  system  of  writing  by  sound.  A  student  must  there- 
fore place  himself  in  the  position  of  a  child,  that  is,  disregard  the  method 
of  spelling  he  has  learned  at  school  and  write  words  in  shorthand  as  the 
child  would  write  them  in  the  ordinary  manner,  spelling  "  though  "  tho, 
"  through  "  thrtt,  etc.  When  the  art  is  learned,  and  longhand  transcripts 
are  made,  the  ordinary  method  of  spelling  will  be  used.  At  first,  the 
spelling  will  be  bad,  as  it  were,  but  finally  it  will  be  made  better  than  ever, 
because  the  practice  of  shorthand  will  cultivate  correct  spelling. 

WRITING   IMPLEMENTS. 

A  lead  pencil  is  best  to  use  till  considerable  facility  is  acquired  in  writing 
shorthand  characters,  then  it  would  be  well  to  practice  enough  with  the 
pen  to  gain  the  same  facility  in  its  use.  It  is  a  mere  matter  of  taste  as  to 
which  instrument  will  be  preferred  by  the  writer.  If  a  pen  is  selected,  it 
should  be  a  fountain  gold,  or  flexible  fine-pointed  steel  pen,  with  the 
action  near  the  point.  The  stenographic  pencil  must  be  hard,  of  good 
color,  without  grit,  and  durable,  make  a  clear  mark  and  not  rub  out  easily. 
The  ordinary  lead  pencil,  or  a  cheap  article,  is  not  suitable  for  .shorthand 
work.  The  pencil  should  be  handled  the  same  as  a  pen  in  every  move- 

xi 


xii  Directions  to  the  Student  or  Teacher, 

ment  the  stenographer  makes  in  writing,  that  is,  shaded  characters  should 
no  more  be  made  upward  with  a  pencil  than  with  a  pen,  as  such  habits 
would  lead  to  difficulties  in  many  ways,  and  besides  would  prevent  chang- 
ing to  a  pen  in  case  of  necessity.  „ 

READING    NOTES. 

To  become  a  ready  reader,  practice  reading  aloud  everything  written. 
Reading  will  help  to  efficiency  in  writing,  cultivate  confidence  and 
correctness,  and  prevent  embarrassment  and  confusion  when  called  upon 
to  "  read  back." 


LESSONS    BY    MAIL. 

THIS  work  is  arranged  to  give  a  complete  course  of  instruction  by  mni'. 
to  those  who  cannot  receive  oral  instruction.  Many  law  and  general  sten- 
ographers have  mastered  the  art  in  this  way,  the  only  disadvantage  being 
as  to  time  and  speed  practice,  but  a  patient  student  following  directions 
will  succeed.  To  learn  the  system  by  mail  instruction,  memoiize  the 
principles  given  from  the  first  to  the  eleventh, page,  commencing  with  the 
consonants.  On  page  12  will  be  found  directions  for  preparing  the  lessons 
for  the  instructor ;  follow  these,  with  the  advice  of  the  teacher,  and  suc- 
cess will  be  assured. 

GENERAL    ADVICE. 

Stenographers  receive  recognition  and  increase  of  salary  in  proportion  to 
their  improvement  and  value  to  the  employer,  therefore  it  behooves  every 
one  to  be  a  student  constantly,  keeping  his  eyes  and  ears  open  for  infor- 
mation, style  of  composition,  in  fact  everything  pertaining  to  business,  as 
well  as  spoken  and  written  language.  The  stenographer's  success  depends 
upon  his  increasing  his  knowledge  and  skill.  He  must  supplement  his 
employer's  work  by  that  intelligence  which  will  enable  him  to  produce  in 
many  cases  better  composition  than  is  dictated.  In  a  business  office  the 
stenographer  should  be  the  literary  head  of  the  house. 


xih 


DEFINITIONS. 

Phonography,  a  description  of  the  sounds  of  human  speech ;  any  sys- 
tem of  writing  by  sound.  Shorthand  and  Stenography  are  terms  used 
synonymously  with  Phonography. 

Stenographer,  a  professional  term  applied  to  a  practical  shorthand 
writer. 

Stem,  a  shorthand  consonant  letter;  stroke  is  used  synonymously. 

Dot,  a  vowel  sign  made  like  the  printed  period' mark. 

Dash,  a  shorthand  vowel  sign  similar  to  a  stem,  but  only  one-eighth  the 
length  of  a  consonant. 

Primitive,  the  root-word  of  a  class  of  words,  as  "  signify  "  is  the  primi- 
tive of  signified,  significant,  etc. 

Derivative,  a  word  formed  from  a  primitive,  as  "  significance "  from 
signify. 

Abbreviation,  any  contracted  shorthand  form  of  a  word. 

Outline,  a  full  consonant  form  of  a  word. 

Analogy,  the  law  governing  likeness  in  the  forms  of  words  that  should 
resemble  each  other  in  some  particular,  as  .  JL  _  what  and   V^  ever,    \^ 
whatever. 

Syllabication,  that  principle   in  shorthand  involving  the  writing  of 

words   in   forms   to   represent    each   syllabic   member;    thus,  v^x^>    \ 
un-in-habit-able. 

Phonograph,  Graphophone,  machines  almost  identically  the  same  for 
reproducing  sounds.  These  machines  are  not  likely  to  supersede  the  pen, 
inasmuch  as  they  are  not  flexible  enough  to  suit  the  changes  that  must  be 
made  in  speaking,  interpolating,  reconstructing,  or  changing.  If  devel- 
oped enough  to  do  satisfactory  work  in  some  lines  of  reporting,  they  will 
still  be  only  instruments  to  help  rather  than  displace  the  stenographer. 


LESSON   I. 

CONSONANTS. 

LETTER.      NAME. 

SOUND 

f  \       * 

\         Be 

P 

b 

as     in                                          u/,/ay,  coppei 
a.b,  eb,  bay 

•H 

Te 

t 

it,  tame,  looked 

|          De 

d 

aid,  dame,  loved 

/        Cha 

ch 

"      "                                  -    ea^,-r//est,  match 

/        Ja 

j 

/est,  a^e,  ^em,  e^'e 

Ka 
.   Ga 

k 
g 

oak,  can,  echo 
egg,  ^uile,  a^ast 

V_       Ef 
V.      Ve 

f 

V 

if,  lavtghS  phase,  y"un 

eve,  van,  of,  Ste///en 

(          Ith 

th 

thin,  oath 

(         The 

dh* 

thy,  thee,  brea///e 

)       Es 

s 

uj,  a^e,  ^eal 

\       Ze 

z 

zeal,  as,  was,  ooze 

J      Ish 

sh 

&sh,  shun,  ocean 

^      Zhe 

zh 

azure,  vmon 

1  r  ^ 

I 

ale,  ki//,  lean 

~~\      Er 
^/      Ra 

r 
r 

•  ear,  fur,  -»    .  two  signs, 
/•ear,  roar,  )  but  one  sound 

f  /^s     Em 
^^^S     Emp 

m 

1  emp  I 
)  emb  ) 

aim,  haw,  lamb 
lamp'  ember 

^—  '      En 
;   ^     Ing 

n 

an,  no,  know 
11     "                                            «'      '  i.- 

1      Wa 
C     Ya 

w 

y 

way,  woo,  perswade 
you,  e«chre 

/      Ha 

h 

wheel,  Aill,  whole 

*  dh  is  used  to  represent  the  heavy  or  sub-vocal  sound  of  th  as  heard  in  the  word 
then,  in  distinction  from  the  aspirate  sound  heard  in  the  -word thin.     As  d  is  the  cognate 

of/,  sn  is  tilt  \\\f  rnornat^  r\f  fit 


, 
of  t,  so  is  dk  the  cognate  of  th. 


The  American  Standard  System 


DERIVATION   OF   THE   LETTERS. 

§  i.  Taking  two  cart  wheels  and  cutting  them  into  parts  as  shown  in 
the  following  diagrams,  gives  four  distinct  straight  stems  and  eight  curves, 
which  are  made  both  light  and  heavy,  thus  doubling  the  number  of  signs. 
The  straight  stems  represent  the  spokes,  the  heavy  curves  the  felloes,  and 
the  light  curve  signs  the  tire  of  a  wheel.  These  light  and  heavy  signs 
represent  all  the  letters  of  the  English  Phonographic  Consonant  Alphabet, 
except  the  letters  Ha  and  Ra;  thus, 

T  jr^  M 

P.       I       A 


N 


§  2.  By  studying  the  diagrams  it  will  be  easy  to  fix  the  direction  ot 
every  stem  or  letter  firmly  in  the  mind. 

§  3.  Shorthand  is  written  in  four  directions  instead  of  one  direction, 
like  long-hand.  The  groups  of  signs  that  are  written  in  one  direction  may 
be  classified  thus : 

LEFT   INCLINED    STEMS. 

Pe,  Be,  Ef,  Ve,  Er,  Wa     \\         V^_V_  ~\^ 

PERPENDICULARS. 

Te,  De,  Ith,  The,  Es,  Ze    f    |  (   (          )    ) 

RIGHT  INCLINED   STEMS. 

Cha,  Ja,  Ra,  Ha,  La,  Ya,  Ish,  Zhe    / f    /S'  S^f~   JJ 

HORIZONTALS. 

Ka,  Ga,  En,  Ing,  Em,  Emp  or  Emb    v_x    s«x    ^-^    x— •* 

MANNER  OF  WRITING  THE   STEMS. 
§  4.    Ra,  Ha,  and  La  are  written  upward;   thus,  ^s  r,    ^  ht    f~  I. 

§  5.   The  horizontals  are  written  from  left  to  right;   thus, kt gt 

*•-*'  n,  ^*^  ng,  ^^  m,  ^^  mp  or  mb, 

§  6.   All  the  other  letters  are  written  downward. 


Of  Pitman  Phonography.  3 

§  7.  The  student  should  cover  the  names  of  the  letters  and  speak  them 
or  write  them  from  memory,  and  then  cover  the  signs  and  write  the  short- 
hand letters  from  their  names.  This  exercise  will  enable  one  in  a  short 
time  to  memorize  the  consonant  alphabet. 


PE,  BE 


\\    \\    \\    \\    \\   \\ 


-      II     II     II      II      II      II      II 

OH,,.//        //        //       //        //        // 


rrrrr 


ER,  WA 

MP 
M,  MB 

EN,  ING 
RA,  HA 


4  The  American  Standard  System 

RULES   FOR   WRITING  AND  JOINING  THE   STEMS. 

RULE  I.  —  In  these  exercises  the  first  upward  or  downward  stem  in  the 
consonant  outline  of  a  word  must  rest  on  the  line  of  writing. 


kp,       pk,         nt,        in,     p  ch,      ch  p,       kl,         mr,       m  ch,        II. 

NOTE.  —  Horizontal  letters  preceding  inclined  stems  must  be  written  so  the  second 
stem  will  conform  to  the  rule,  as  shown  in  kp,  kl,  and  other  letters  above. 

RULE  II.  —  To  double  a  straight  consonant  make  it  twice  its  length  and 
let  the  second  half  of  the  stem  extend  above  or  below  the  line  (depending 
upon  whether  the  stem  is  written  upward  or  downward)  continuing  from 
the  point  where  the  first  one  leaves  off,  without  making  an  angle  or  change 
in  the  direction  of  the  stem,  writing  the  first  one  in  accordance  with  Rule  I., 
as  shown  in//,  rr,  etc.,  in  the  illustrations  below;  but  to  double  a  curve 
consonant  an  angle  must  be  made  between  the  stems;  thus, 


\\\/  - 


pp,    bb,    it,     jj,  gg,  rr,  rr,  II,  mm. 

RULE  III.  —  The  following  or  similar  joinings,  where  there  is  no  angle 
between  the  stems,  should  be  written  without  hesitation  or  stopping  of  the 
pen  between  the  finishing  of  one  stem  and  the  beginning  of  the  next,  the 
movement  in  writing  them  both  being  the  same  as  though  forming  but  one 
letter;  thus, 

O    r~  \^   ^\   v_  \^ 

th  n,  Is,  mst  Ik,  pn,          mp,  vk,          bn. 

RULE  IV.  —  Always  make  an  angle  between  the  following  stems  : 

r' 


<i 

fn,  v  ng,  fng,  Im,  th  f,  th  v. 

RULE  V.  —  When  two  or  more  stems  are  used  in  the  outline  of  a  word, 
they  are  written  without  lifting  the  pen,  the  next  one  beginning  where  the 
preceding  one  ends;  thus, 

V,      Y~    vv    ,-W     -V 

bnt,  slm,  rml,  mmr,  npl. 


Of  Pitman  PJionography.  5 

RULE  VI. — The  hook  on  Ha  cannot  be  made  perfectly  when  h  is 
joined  to  some  of  the  other  stems;  in  which  case  an  imperfect  hook  or 
off-set  may  be  made,  which  will  be  just  as  legible  as  the  complete  hook; 
thus, 


mh, 


Ih, 


A 

j*. 


kh, 


V 

bh, 


dh. 


READING    EXERCISE. 

§  8.     The  student  should  transcribe  the  letters  in  the  following  outlines, 
by  writing  them  in  longhand;   thus,  kp,  kl,  ///,  etc. 


2. 
3. 
4 
5.  s^- 

*   G 

7. 


^JLt-* kv*"1 }}{ ' ( 
\\\ 

X^N- 

n 

e 


/  . 

V   V  ^ 


8. 

9.     ^ 

10.     \J- 

11. 

12. 
13. 

14. 
15 


6  The  American  Standard  System 

§  9.  The  full  consonant  outline  of  a  word  is  first  written  in  phonog- 
raphy, without  lifting  the  pen  or  paying  any  regard  to  the  vowels.  The 
practice  afforded  on  the  consonants  in  the  following  exercise  should  firmly 
fix  each  one  of  them  in  the  mind  so  that  the  student's  future  progress  will 
he  rapid.  The  exercise  should  be  written  over  several  times. 

WRITING   EXERCISE — LETTERS. 

Pp,  pb,  pt,  pd,  pch,  pj,  pk,  pg,  pf,  pv,  pth,  pdh,  ps,  pz,  psh,  pi, 
pr  (downward  r),  pr  (upward  r),  pm,  pmp,  pn,  png,  ph;  bp,  bb, 
bt,  bd,  bch,  bj,  bk,  bg,  bf,  bv,  bth,  bdh,  bs,  bz,  bsh,  bzh,  bl,  br 
(down  r),  br  (up  r~),  bm,  bmp,  bn,  bng,  bw,  by,  bh;  tp,  tb,  tt,  td, 
tch,  tj,  tk,  tg,  tf,  tv,  tth,  ts,  tz,  tl,  tr  (down  r},  tr  (up  r),  tm,  tmp, 
tn,  tng,  tw,  ty;  dp,  db,  dt,  del,  dch,  dj,  dk,  dg,  df,  dv,  dth,  ddh,  ds, 
dz,  dl,  dr  (down),  dr  (up),  dm,  dmp,  dn,  dng,  dh;  chp,  chb,  cht, 
chd,  chch,  chj,  chk,  chg,  chf,  chv,  chs,  chz,  chsh,  chl,  chr  (down), 
chr  (up),  chm,  chmp,  chn,  chng;  jp,  jb,  jt,  jd,  jj,  jk,  jg,  jf,  jv,  js,  jsh, 
jl,  jr  (down),  jr  (up),  jm,  jmp,  jn,  jng,  jh. 

RULE  I.  must  be  applied  in  writing  the  following  paragraph : 
Kp,  kb,  kt,  kd,  kch,  kj,  kk,  kg,  kf,  kv,  kth,  ks,  ksh,  kl,  kr  (up),  km, 
kmp,  kn,  kng,  kb.;  gp,  gb,  gt,  gd,  gch,  gj,  gf,  gv,  gth,  gdh,  gs,  gz,  gsh, 
gl,  gr  (up),  gm,  gmp,  gn,  gng,  gh;  mp,  mb,  mt,  md,  mch,  mj,  mk,  mg, 
mf,  mv,  mth,  ms,  mz,  msh,  ml,  mr  (up),mn,  mmp,  mng,  mh;  np,  nb,  nt, 
nd,  nch,  nj,  nk,  ng,  nf,  nv,  nth,  ns,  nz,  nr  (down),  nr  (up),  nm,  nmp,  nn, 
nng,  nw,  ny,  nh;  ngk,  ngsh,  ngw. 

Fp,  fb,  ft,  fd,  fch,  fj,  fk,  fg,  ff,  fv,  fth,  fs,  fl,  fr  (down),  fr  (up),  fm,  fmp, 
fn,  fng;  vp,  vt,  vd,  vch,  vj,  vk,  vg,  vv,  vl,  vr  (down),  vr  (up),  vm,  vmp, 
vn,  vng;  thch,  thk,  thf,  thv,  ths,  thr  (up),  thm,  thmp,  thn,  thng;  sp,  sb, 
st,  sd,  sch,  sk,  sf,  sv,  ss,  si,  sr  (down),  sr  (up),  sm,  smp,  sn,  sng;  zl,  zr 
(down),  zr  (up),  zm,  zmp,  zn,  zng;  shp,  shb,  sht,  shd,  shk,  shg,  shf,  shv, 
shth,  shdh,  shr  (down),  shm,  shmp,  shn,  shng;  Ip,  Ib,  It,  Id,  Ij,  Ik,  If,  Iv, 
1th,  Is,  Iz,  Ir  (down),  Ir  (up),  1m,  Imp,  1mb,  Iw,  Ih;  wt,  wk,  wl ;  hp,  hb, 
ht,  hd,  hch,  hj,  hk,  hg,  hf,  hv,  hth,  hs,  hz,  hi,  hr  (up),  hn,  hng,  hh. 


Of  Pitman  Phonography. 


LESSON   II. 

SIMPLE  VOWELS. 

§  I.  There  are  twelve  simple  vowels  in  the  English  language.  Six  of 
them  are  long  and  six  short.  They  are  represented  by  similar  signs  made 
light  and  heavy,  the  saipe  as  /  and  b  and  other  mated  consonants,  but 
instead  of  being  strokes  they  are  dots  and  dashes,  and  are  written  by  the 
side  of  consonant  stems  in  three  positions;  thus: 


SOUND  :      e 

\* 

SIGN  :      | 


LONG   VOWELS. 

DOTS.  •    DASHES. 

a  ah          aw  6  65 


HEAVY. 


MNEMONIC:     w^          gave          alms,         all          cold 

SHORT  VOWELS. 
SOUND:     i  e  a  o  u 


SIGN  : 
MNEMONIC  :     it 


fell 


food. 


foot. 


LIGHT. 


fiat,          on  pwp's 

§  2.  The  vowels  are  called  first,  second,  and  third  place  vowels  to  desig- 
nate which  position  they  belong  to,  and  what  vowel  is  represented;  as, 
"  first-place  heavy  dot "  is  e,  "  second-place  heavy  dash  "  is  0,  "  third-place 
light  dot "  is  a,  etc.,  thus : 


LONG  VOWELS  —  HEAVY  SIGNS. 

SHORT  VOWELS  —  LIGHT  SIGNS. 

BEGINNING 

MIDDLE 

END 

BEGINNING 

MIDDLE 

END 

OR 

OR 

OR 

OR 

OR 

OR 

1ST   PLACE 

2D  PLACE 

3D  PLACE 

1ST  PLACE 

2D  PLACE 

3D  PLACE 

f~    lea, 

p~  1*7, 

S~»    la 
I          la» 

/      chip, 

V"  bell, 

A    rat, 

^     raw, 

^  row» 

.     COO, 

/\  rip, 

y~      dell, 

/      chat, 

caw, 

^    hoe, 

V  p°°' 

<"\   loP> 

|_i_     tuck, 

'\>  Pull, 

§  3.  Observe  that  the  beginning  or  first-place  vowels  are  written  where 
the  stem  commences.  The  "  first  place  "  for  stems  that  are  made  down- 
ward, like/,  etc.,  is  at  the  top,  while  a  "  first-place  "  for  La,  Ra,  and  Ha 
is  at  the  bottom,  because  these  stems  begin  at  that  point  and  are  made 
upward.  Second-place  vowels  are  always  written  in  the  middle,  and  third- 
place  at  the  final  end  of  stems. 


8  The  American  Standard  System 

MANNER   OF   WRITING   VOWELS. 

§  4.  The  easiest  way  to  make  a  vowel  is  to  touch  the  paper  lightly  with 
pen  or  pencil  ;  if  the  vowel  is  long,  pressure  upon  the  pen  will  form  it,  if  a 
dot  vowel  ;  but  the  pencil  should  be  pressed  and  turned  in  the  hand  at  the 
same  time  to  form  a  heavy  dot.  The  dash  vowels  are  formed  with  a  move- 
ment and  a  light  or  heavy  pressure  on  the  paper  according  as  the  vowel 
is  long  or  short.  Vowels  should  never  be  gone  over  a  second  time  to  make 
them  heavy,  as  that  will  lengthen  them  or  destroy  or  mutilate  their  shape 
so  as  to  make  it  doubtful  whether  they  are  dot  or  dash  vowels  or  intended 
to  be  light-or  heavy.  The  first  and  third  place  vowels  must  be  written  at 
the  side  of  and  before  or  after  the  beginning  or  end  of  stems;  second-place 
vowels  at  the  side  of  and  before  or  after  the  middle  of  stems.  The  dashes 
are  made  at  right  angles  to  the  stem,  in  the  four  directions  in  which  the 
stems  are  written,  as  shown  in  the  illustrations  of  the  vowel  alphabet  above. 

§  5.  All  the  consonants  occurring  in  a  word  should  be  written  without 
lifting  the  pen  and  before  the  vowels  are  inserted. 

MANNER   OF   READING  VOWELS. 

RULE  VII.  —  A  vowel  heard  before  a  consonant  is  written  to  the  left  of 
a  perpendicular  or  inclined  stem  and  above  a  horizontal  stem,  the  same 
as  a  preceding  or  upper  line  of  writing  reads  before  a  following  or  lower 
line,  or  as  figures  read  from  left  to  right  or  in  columns  from  top  to  bottom; 
thus,  V  ape,  -I  ode,  "I  odd,  •  _  eke. 

RULE  VIII.  —  A  vowel  heard  after  a  consonant  is  written  to  the  right 
of  a  vertical  or  inclined  stem  and  below  a  horizontal  stem;  thus, 


\.  Pa>    £      raw»     -J  shoe,     |     '  caw, 


RULE  IX.  —  First-place  vowels  occurring  between  stems  must  be  written 
after  the  first  consonant:  and  third-place  vowels  before  the  second  stem; 
thus, 


beam,         balm,        pick,        pack,         bock,         book,         Paul,        pool. 

§  6.   This  rule  is  made  to  avoid  the  ambiguity  that  would  occur  between 
first  and  third  place  vowels  if  written  within  the  angle;   thus, 

V^  \_  V_  V 

beam,  or  balm,  pick  QT.pack  bock  or  book,  Paul  or  pool. 


Of  Pitman  Phonography.  9 

RULE  X.  —  The  second-place  vowels  may  be  written  to  either  the  first  or 
second  stem  as  will  be  most  convenient  for  the  writer;  thus, 

^    ^    V    V    -s      (• 

moke,      muck,     dale,      dell,         gale,      Choate,      Judd,       tape,      Jef. 

NOTE.  —  Heretofore  there  has  been  a  rule  governing  the  division  of  the  second-place 
vowels  between  stems,  by  writing  two  of  them  after  the  first  consonant,  and  the  other  two 
before  the  second  stem.  The  author  found  that  the  rule  led  into  rather  than  prevented 
confusion,  and  the  distinction  sought  to  be  obtained  by  it  was  more  theoretical  than 
practical,  and  less  necessary  than  a  distinction  between  long  and  short  first  and  third 
place  vowels  where  no  distinction  has  ever  been  made  by  any  author  of  phonography, 
and  he  therefore  discards  that  rule,  to  the  great  advantage  of  the  system  and  the  learner. 

§  7.  The  proper  analysis  of  words  into  their  phonetic  elements  is  the 
most  important  step  the  pupil  can  take '  to  arrive  at  skill  in  writing. 
Therefore  when  a  word  is  to  be  written  in  shorthand  its  elements  must  be 
separated;  thus, 

i — '     n-aw,  not  gnaw;    -'—  a-k,  not  ache;  ^L^  k-6-m,  not  comb; 

— >\  k-o-p,  not  cope;   \.      t-u-ng,  not  tongue;         I     t-u-ch,  not  touch. 


§  8.  The  learner  can  see  by  this  that  he  must  not  allow  the  common 
spelling  to  mislead  his  judgment  in  writing  words  phonographically,  as 
there  are  no  silent  letters  in  phonography.  The  silent  letters  of  ordinary 
writing  and  printing  are  not  represented  in  phonography,  because  words 
are  spelled  phonetically. 

§  9.  The  beginner  in  the  study  of  phonography,  unless  previously 
trained  in  phonetic  analysis,  may  not  be  able  to  distinguish  between  the 
third-place  heavy  dot  and  first-place  heavy  dash  vowel  sounds.  If  the 
following  words  are  pronounced  slowly,  and  each  element  separately, 
several  times  over,  and  then  written  in  phonography,  it  will  be  easy  to 
distinguish  the  difference  in  sound ;  thus, 

V    \       ^     -o      r     c      **     <* 

fa,          paw;  ma,          maw  ;  to,          law;  hah,        haw. 


IO  The  American  Standard  System 

POSITION. 

As  one  cannot,  especially  when  writing  very  rapidly,  insert  all  the  vowels 
required,  it  is  found  advantageous  to  indicate  some  of  the  vowel  sounds 
by  placing  words  in  three  different  positions  with  respect  to  the  line  of 
writing,  very  much  in  the  manner  in  which  vowels  themselves  are  placed 
in  three  positions  with  respect  to  the  consonant  stems.  The  positions  so 
utilized  are :  first,  above  the  line  of  writing ;  second,  on  the  line  ;  and 
third,  under  or  through  the  line,  the  latter  depending  upon  whether  the 
word  is  or  is  not  composed  entirely  of  horizontal  stems;  it  being  evident 
that  horizontal  stems,  having  the  same  direction  as  the  line  of  writing, 
cannot  be  written  through  it.  See  engravings. 

If  a  word  contains  a  first-position  vowel,  and  is  composed  either  wholly 
or  partly  of  vertical  or  inclined  stems,  the  first  vertical  or  inclined  stem 
should  be  written  well  above  the  line,  though  the  remaining  stems  may 
rest  upon,  or  even  pass  through,  the  line.  If  a  word  composed  of  stems 
of  the  character  described  contains  a  second-position  vowel,  the  first  ver- 
tical or  inclined  stem  should  be  written  on  the  line ;  if  a  third-position 
vowel,  through  the  line.  See  engravings. 

These  rules  apply  also  to  words  composed  entirely  of  horizontal  stems, 
except  that  such  words,  when  they  contain  third-position  vowels,  are  placed 
entirely  under  the  line.  See  engravings. 

\*  r          I*          1*          I"          r-\ 

ist:/*2/£\—      talk    J^_    team*^,    dim  .^71    *°P     \.       keeP 

2d :  poke    ^^^     dumb  y^\^joke.iCL.,    cup  ,J.\    touch  -4--  fade  -^N- 
3d:    boom  \__    nap    >-^  pool.\.-^  food  Xr--  cool    -~f-  cash   •r-~}~ 

If  a  word  contains  two  or  more  syllables,  it  is  placed  in  the  position 
indicated  by  the  accented  vowel.  Many  good  writers  do  not  apply  the 
rules  for  position  to  words  containing  more  than  two  syllables,  preferring 
to  write  such  words  ON  the  line,  endeavoring  to  insert  as  many  vowels  as 
time  will  permit. 

The  reading  exercises  in  this  book  are  not  placed  in  vowel  position,  in 
accordance  with  the  rules  given,  for  two  reasons  :  first,  because  it  would 
deprive  the  student  of  much  needed  practice  in  the  application  of  the 
rules;  and  second,  because  it  would  make  the  shorthand  plates  very  irregu- 
lar, and  would  thus  consume  too  much  space.  Students  should,  however, 
rigidly  observe  the  rules  for  position  in  the  preparation  of  all  their  exercises. 


Of  Pitman  Phonography, 


II 


READING   EXERCISE. 

§  10.  The  pupil  should  transcribe  the  following  words  into  plain  and 
correctly  spelled  longhand  writing,  and  then  afterwards  rewrite  them  in 
phonography,  without  referring  to  the  book  for  their  correct  forms  till 
they  have  all  been  written,  when  a  comparison  can  be  made  with  the 
engravings  below  to  see  if  the  work  is  correct,  and  to  verify  it  if  it  is  not. 


/. 


X     X 


12  The  American  Standard  System 

DIRECTIONS  FOR  MAIL  INSTRUCTION.  —  The  pupil  taking  lessons  by  mail  should  study 
carefully  all  the  principles  explained  in  each  lesson  and  transcribe  the  words  engraved  in 
the  Reading  Exercises,  then  proceed  to  write  in  shorthand  the  Writing  Exercises  for  the 
teacher's  instructions.  The  words  should  be  written  only  on  every  other  line  of  the  paper, 
the  blank  line  being  used  by  the  teacher  for  the  corrections.  The  words  in  the  following 
exercise  should  be  written  according  to  the  rules  which  they  are  intended  to  illustrate. 

In  this  exercise  write  only  lines  1,3,  5,  8,  9,  10,  12,  14,  16,  for  the  teacher's  corrections 
and  instructions. 

The  student  under  the  instruction  of  an  oral  teacher,  or  studying  with  the  help  of  the 
books  alone,  need  not  be  guided  by  the  directions  given  for  mail  instruction. 

LONG   VOWEL   WRITING    EXERCISE. 

Rule  VII.  applies  to  writing  the  following  words : 

1.  Eat,  eke,  eve,  eel;    ape,  ate,  aid,  age,  ache,  ace,  ale,  ai' 

2.  Abe;   ope,  oat,  ode. 

Rule  VIII.  applies  to  writing  the  following  words : 

3.  Pea,  tea,  fee,  lea  ;   bay,  fay,  lay ;    pa,  baa,  la,  hah  ;    paw. 

4.  Thaw,  shaw ;    Poe,  bow,  dough,  Joe,  foe,  lo,  low,  woe, 

5.  Hop  5    pooh,  sou,  shoe,  woo ;    key,  ma,  gnaw,  maw,  coo. 

Rule  IX.  applies  to  writing  the  following  words: 

6.  Peach,  peek,  peal,  peel,  beach,  beech,  beam,  teach,  teeth, 

7.  Teem,  deep,  deem,  sheep,  cheek,  keel,  thief,  cheap,  theme, 

8.  Thieve,  zeal,  leap,  leech,  liege,  leak,  leaf,  leave,  leal,  meek, 

9.  Meal,  heap,  heat,  heed,  heath  ;    Paul,  ball,  tall,  chalk,  balk, 
To.    Hawk ;    balm,  calm,  palm ;    doom,  boom,  booth,  tooth. 

Rule  X.  applies  to  writing  the  following  words : 

11.  Pope,  poach,  poke,  pole,  bowl,  choke,  joke,  cope,  coach, 

12.  Coke,  coal,  comb,  goal,  foam,  vogue,  lobe,  loath,  mope,  mole, 

13.  Hoed ; .  pale,  pail,  bail,  bale,  tail,  tale,  babe,  bake,  tape,  tame, 

14.  Dale,  dame,  cape,  cage,  cake,  gale,  game,  faith,  fame,  shape, 

15.  Shake,  lake,  lame,  mail,  male,  maim,  hate. 

Use  the  rules  applicable  to  writing  the  following  words : 

1 6.  Cape,  coop,  team,  gage,  poke,  path,  game,  pique,  peak, 

17.  Deep,  daub,  dole,  loom,  loam. 


Of  Pitman  Phonography. 


13 


READING   EXERCISE. 

§  II.   Transcribe  as  directed  on  page  II,  §  10: 


/  r     J     \      ^ 


-  V       V 


NT       V         ^ 

I     /    >   / 


JO 
11. 

12. 
13. 


\\\   \  \  \ 


~7 


y 


14  The  American  Standard  System 

INSTRUCTIONS  BY  MAIL.  —  The  student  taking  lessons  by  mail  should  write  lines  3 
7,  10,  it,  13,  14,  for  the  teacher's  corrections  and  instructions. 

SHORT-VOWEL  WRITING   EXERCISE. 
Rule  IX.  applies  to  writing  the  following  words  : 

1.  Pitch,  pick,  pig,  pith,  pill,  pink,  big,  bill,  tip,  tick,  dip,  ditch, 

2.  Dig,  dim,  ding,  chip,  chick,  chill,  jib,  jig,  gill,  kip,  kick, 

3.  King,  kink,  gig,  Fitch,  vim,  thick,  zinc,  ship,  lip,  lick, 

4.  Live,  lill,  limb,  myth,  miff,  mill,  milk,  nip,  nib,  niche ; 

5.  Pop,  bog,  top,  dog,  dodge,  doll,  dong,  chop,    job,   jog,  cob,  cog 

6.  Gong,  fop,  fob,  lop,  thong,  shop,  shock,  lodge,  lock,  loll, 

7.  Mop,  mob,  mock,  moth,  knob,  notch,  knock,  dock  ;   patch, 

8.  Pack,  batch,  badge,  back,  bag,  tack,  tag,  tank,  chap, 

9.  Jack,  jag,  cab,  catch,  cash,  gag,  gang,  fag,  fang,  thatch, 

10.  Sham,  shank,  lap,  lamp,  hack,  lamb,  map,  match,  nap,  knap, 

11.  Knack,  nag,  knag,  gnash,  nash ;    push,  bush,  pull,  book, 

12.  Shook,  nook. 

Rule  X.  applies  to  writing  the  following  words  : 

13.  Peck,  peg,  beg,  bell,  death,  dell,  check,  gem,  keg,  ledge, 

14.  Neck ;    puck,  pug,  bug,  bung,  tub,  touch,  tug,  tongue,  dull, 

15.  Dumb,  judge,  cub,  gush,  gull,  gum,  fudge,  thumb,  luck, 

16.  Love,  lull,  lump,  mug,  muck,  muff,  mum,  nudge. 


Of  Pitman  Phonography.  15 

LESSON    III. 

R,   L,   AND   SH. 

The  general  direction  of  shorthand  stems  (excepting  horizontal  stems) 
is  down;  the  exceptional  direction,  up;  but  so  frequently  do  r,  I,  and 
sh  recur,  that  in  order  to  join  them  quickly  and  legibly  to  other  stems,  it 
becomes  necessary  to  make  provision  for  writing  them  in  both  these 
directions. 

The  curved  r  cannot  well  be  written  upward,  so  the  straight  stem  Ra  is 
provided  for  the  up-stroke.  /  and  sh  are  readily  written  in  either  direction. 

An  attempt  to  join  the  characters  Er,  Ra,  /,  and  sh,  one  by  one,  to 
the  remaining  shorthand  stems,  first  initially,  then  finally,  will  make  the 
reason  for  the  subjoined  rules  obvious. 

By  writing  these  consonant  stems  in  more  than  one  direction,  it  is  pos- 
sible to  make,  without  the  use  of  vowels,  convenient  and  important  dis- 
tinctions between  such  words  as  :  — 

wreck  tar         I/      tarry  ( J  fish        Vy      fishy 

£— ^  alum    £— s  elm   S  limb  ^~^^^  lame 

These  rules  apply  to  syllables  as  well  as  to  words,  but  in  all  cases  only 
to  simple  stems;  that  is,  stems  unencumbered  by  hooks,  circles,  or  other 
devices  which  will  subsequently  be  learned. 

THE  TWO  tf'S. 

Ra  may  properly  be  called  initial  r;  Er,  final  r,  for  it  is  the  intent  in 
Pitmanic  shorthand  to  use  Ra  when  r  is  the  first  sound  in  a  word  or  sylla- 
ble, and  to  use  Er  when  r  is  the  last  sound,  and  so  far  as  is  practicable  this 
usage  is  conformed  to.  But  as  Er  cannot  be  legibly  joined  to  sume  stems 
nor  Ra  to  others,  the  following  rules  —  which  are  really  exceptions  to  this 
statement  —  are  made  necessary : 

WHEN  TO   USE  ER. 

RULE  XI.  —  Always  use  Er  when  r  is  the  last  sound  in  a  word  or  sylla- 
ble, or  when  it  is  immediately  preceded  by  a  vowel.  See  line  I. 

RULE  XII.  —  Always  use  Er  before  the  following  consonants :  m,  mp,  £rt 
and  'downward  sh,  regardless  of  a  preceding  or  following  vowel.  See 
lines  i  and  2. 

SPECIAL  RULE.  —  Should  r  be  the  only  stem  consonant  in  a  word  that 
begins  and  ends  with  a  vowel,  use  Er.  See  line  2. 


16  The  American  Standard  System 

WHEN   TO   USE   RA. 

RULE  XIII.  —  Ra  is  used  when  r  is  the  first  sound  in  a  word  01 
syllable,  or  when  it  is  immediately  fullowed  by  a  vowel.  See  line  3. 

RULE  XIV.  Part  I. — Always  use  Ra  before  the  following  conso- 
nants :  /,  d,  ch,j,f,  v,  th,  c'A,  s,  and  z,  regardless  of  a  preceding  or  follow- 
ing vowel.  See  line  3. 

Part  II.  —  Always  use  Ra  ajter  k,g,  tn,  nip,  th,  dh,  Ra,  and  h.   See  line  4. 

RULES   CONCERNING   EL   AND    LA. 

Upward  /is  called  La;   downward  /  is  called  El.     See  p.  21,  §  3. 

Use  La  (upward  /)  in  all  cases  except  the  following: 

RULE  XV.  —  Use  El  when  /  is  preceded  by  a  vowel  and  immediately 
followed  by  k  or  m.  See  line  5. 

RULE  XVL  —  Use  El  when  /  is  final  after  simple/  v,  n,  Ra,  or  h.  See 
line  6. 

RULE  XVII.  —  Use  El  when  /  is  immediately  followed  by  g,  or  any  other 
heavy  horizontal  stem.  See  line  7. 

RULES  CONCERNING   ISH   AND   SHA. 

Upward  sh  is  called  Sha;   downward  sh  is  called  Ish.     See  p.  21,  §  3. 

.Use  Ish  (downward  sh)  in  all  cases  except  the  following: 

RULE  XVIII.  —  Use  Sha  when  sh  immediately  follows  /,  d,  f,  v,  h,  or 
Ra,  unless  followed  by  a  vowel  after  the  letteryor  v.  See  lines  8  and  10. 

RULE  XIX.  —  Use  Sha  for  sh  whenever  /  and  sh  come  together.  See 
line  9. 

ILLUSTRATIONS  AND   READING   EXERCISE. 

§  I.  The  student  should  read  and  transcribe  this  exercise  in  connection 
with  studying  the  rules  presented  above. 


Of  Pitman  Phonography. 

6. 


INSTRUCTIONS  BY  MAIL.  —  The  student  taking  lessons  by  mail  should  write  lines  i, 
3,  6,  8,  9,  10,  12,  13,  14,  15,  for  the  teacher's  corrections,  in  accordance  with  the  instruc- 
:ions  given  in  Lesson  II. 

WRITING   EXERCISE  —  WORDS. 

1.  Ear,  oar,  ark,  arm,  orb  ;  pier,  pore,  peer,  tear,  tier,  tore, 

2.  Par,  four,  boor,  fear,  door,  jeer,  veer,  sheer,  lore  ; 

3.  Array,  Erie,  eerie,  eyrie  ;   Ray,  row,  raw,  reap,  rope, 

4.  Rate,  wrote,  road,  reach,  rage,  rake,  rogue,  ream,  Rome, 

5.  Roam,  rock,  rug,  rack,  rig,  rip,  wrap,  rap,  rot,  wrought,  rut, 

6.  Red,  rich,  wretch,  ridge,  ring,  rim,  rum,  ram  ;  Nero, 

7.  Zero,  ferry,  Perry,  bury,  berry,  cherry,  roof,  reeve,  wrath, 

8.  Wreath,  wreathe,  razee,  arch,  rayed,  roared,  core,  corps, 

9.  Gear,  geer,  mere,  mar,  theory,  rear,  roar,  Harry,  hero; 

10.  Elk,  ilk,  alack,  alum,  elm,  foal,  vale,  veil, 

11.  Veal,  reel,  roll,  rail,  rill,  HiU  ;  knell,  nail,  knoll,  null, 

12.  Lung,  Lang,  lank,  lag,  lug,  leg,  log,  league,  Alleghany  ; 

13.  Tush,  dish,  dash,  Dosh,  rash,  hash,  rush,  hush,  fish;  shawl 

14.  Shield,  shoal,  shallow,  leash,  lash,  lush,  demolish,  militia, 

15.  Nellie,  Lena,  kingly;   Olney,  valley,  rally,  vichy,  fishy, 

16.  Nash,  sham,  cash,  gash,  push,  bush,  babyish,  bishop. 

*  =  Indicates  proper  names. 


1  8  The  American  Standard  System 

LESSON    IV. 

EXTRA  VOWELS. 

§  I.  For  the  purpose  of  distinction  between  w.ords  and  as  an  aid  to 
correct  pronunciation,  this  system  provides  signs  for  the  modified  u  and  a 
vowel  sounds  heard  before  the  consonant  rin  English. 

§  2.  Short  u,  as  heard  before  r,  has  the  sound  of  e  as  in  err.  This 
element  is  represented  by  a  light  dash  written  in  the  second  position 
parallel  to  the  consonant  stem.  See  line  i  of  engravings  below. 

§  3.  The  sound  of  a,  as  heard  in  air,  is  represented  by  a  dash  sign 
written  in  the  third  position  parallel  to  the  stem.  See  line  2  of  the 
engravings. 

§  4.  The  importance  of  these  vowels  may  be  seen  in  the  distinction 
secured  in  the  following  class  of  words  illustrated  in  line  3  of  the 
engravings. 

3.  —  Furry,  ferry;  Murray,  merry;  Currie,  Kerry;   Burry,  berry; 
err,  ere. 

To  distinguish  long  a  and  its  modified  sound  as  heard  before  r,  read  line 
4  of  the  engravings,  and  pronounce  the  following  words: 

4.  —  Mayor,  mare  ;  pay  er,  pair  ;  layer,  lair. 

ILLUSTRATIONS  AND   READING   EXERCISE. 

§  5.  The  student  should  read  aloud  and  transcribe  this  exercise  in  con- 
nection with  studying  the  explanations  given  above  ; 


V     V 


INSTRUCTIONS  BY  MAIL.  —  The  student  should  write  all  the  words  in  this  exercise  foi 
instruction  by  mail. 

WRITING   EXERCISE  —  WORDS. 

1.  Fur,  fir,  purr,  per,  earl,  early,  ergo,  herb,  herbage,  herbal, 

2.  Myrrh,  cur,  Kerr,  Percy  ;  air,  heir,  pare,  pair,  pear,  bare, 

3.  Tare,  tear,  dare,  fare,   fair,  lair,  Thayer,  rare,  rarer. 


Of  Pitman  Phonography.  19 

LESSON   V. 

DIFTHONGS. 

§  i.  The  regular  difthongs  are  four  in  number,  as  follows: 
SIGN:  v  >  A  < 

SOUND  :  I,  oi,  ow,  ew. 

MNEMONIC:  My,  boy's,  owl,  flew. 

The  difthong  signs  are  derived  from  a  figure  like  the  end  of  a  sawbuck, 
or  letter  X,  the  part  opening  upward  representing  i,  leftward  oi,  downward 
ow,  rightward  ew  ;  thus  : 

I 


§  2.  By  this  arrangement  positive  values  are  secured  for  the  difthongs, 
and  they  cannot  conflict  with  each  other,  because  they  differ  in  form. 
They  may  all  be  written  in  the  third  position,  this  position  favoring  speed. 
Position  as  here  mentioned  refers  to  the  relation  of  difthong  to  consonant 
and  not  that  of  words.  The  words  themselves  are  written  above  the  line, 
or  in  first  position,  if  they  contain  /  or  oi,  and  in  third  position,  if  they 
contain  ow  or  ew. 

§  3.  They  are  also  joined  to  stems  initially  or  finally,  as  illustrated  in 
line  i  of  the  engravings,  which  corresponds  with  line  I  of  the  Writing 
Exercise,  page  20. 

ILLUSTRATIONS  AND   READING  EXERCISE. 


j.\»   V*     I,      \r 

^  A    v_<    v   \<    /< 


2O  The  American  Standard  System 

INSTRUCTIONS  BY   MAIL.  —  The  student  may  write  all  of  the  words  in  the  following 
Exercise  in  a  lesson  by  mail: 

WRITING   EXERCISE  —  WORDS. 

1.  Ice,  oil,  owl,  vie,  buoy,  bow  ;   cue,  Ida,  eyes,  ire, 

2.  Pie,  Ike,  guy,  fie,  thigh,  sigh,  shy,  lie,  nigh,  isle,  aisle, 

3.  Pipe,  tithe,  dike,  chime,  gibe,  hide,  guile,  life,  lime, 

4.  Mile,  knife  ;  boy,  boil,  toy,  toil,  coy,  coil,  roil,  roily,  foil ; 

5.  Cow,  dow,  vow,  row,  couch,  pouch,  mouth,  vouch,  chow-chow, 

6.  Pow-wow ;   pew,  due,  dew,  chew,  Jevy,  sue,  lieu,  Hugh,  hew, 

7.  Duke,  cube,  mule,  rue,  rude,  review,  Mayhew,  Jehu,  Lehigh. 


Of  Pitman  Phonography*  2 1 


LESSON   VI. 

NAMES  OF  THE  CONSONANTS. 

§  I.  When  the  name  of  a  consonant  ends  with  a  vowel,  the  long  sound 
of  the  vowel  should  be  used  in  pronouncing  the  name;  thus:  Pe,  Be,  La, 
Ra,  Cha,  Ja,  Ka,  Ga,  Ha. 

§  2.  But  when  a  vowel  precedes  a  consonant  in  the  name,  it  should  be 
given  the  short  sound;  thus:  Ef,  Ish,  En,  Ing,  etc. 

§  3.  The  consonants  should  be  called  by  their  names,  instead  of  the 
letters  they  represent,  so  that  teacher  and  student  can  make  themselves 
understood  as  to  what  letter  is  meant  in  speaking  of  a  shorthand  form, 
and  whether  the  letter  be  written  upward  or  downward  ;  as,  for  instance, 
La  for  upward  /.  El  for  downward  /.  Sha  for  upward  sh.  Ish  for  down- 
ward sh.  Er  for  the  curve  sign  for  r,  and  Ra  for  the  straight  stem  r. 

§  4.  Besides  the  convenience  in  calling  the  letters  by  their  names,  it  is 
also  an  aid  to  readiness  of  reading  shorthand  notes,  because  the  names 
suggest  the  sounds,  whereas  the  letters  do  not.  To  illustrate :  if  in  read- 
ing words  written  in  shorthand  one  says  r-ch-r,  that  would  suggest  the 
word  archer,  if  any  word  was  suggested  at  all ;  but  if  Ra-Cha-Er  were 
pronounced,  the  word  richer  would  at  once  be  suggested  by  the  sounds 
of  the  names,  which  would  be  correct.  If  the  letters  p-ng-k  were  spoken, 
no  one  would  know  what  word  was  meant,  nor  would  they  suggest  a  word 
composed  of  those  letters;  but  if  the  names  of  the  letters  were  pronounced, 
thus,  Pe-Ing-Ka,  the  word  pink  would  at  once  be  suggested,  which  would 
be  correct. 

NAMES   OF  THE  VOWELS  AND   DIFTHONGS. 

§  5.  When  a  vowel  is  spoken  of  it  should  be  called  by  its  sound  and 
not  by  the  letter;  thus:  e,  a,  a,  aw,  o,  ob;  t,  e,  a,  o,  u,  ob;  e,  a;  f,  oi, 
oiv,  ew. 

§  6.  It  is  quite  natural  in  speaking  of  a  vowel  letter  to  say,  for  instance, 
i  or  e  or  a,  with  the  resulting  confusion  in  the  mind  of  the  listener  as  to 
which  of  the  two  sounds  of  i,  or  the  three  sounds  of  e,  or  the  five  sounds 
of  a,  is  meant.  So  the  student  of  phonography,  to  speak  correctly,  should 
call  the  letter  by  its  sound,  and  not  by  its  ordinary  orthographic  name. 
To  illustrate:  bit,  not  bit,  as  that  would  be  bite;  bad,  not  bad,  as  that 
would  be  bade;  bed,  not  bed,  as  that  would  be  bead  when  bed  was 
intended. 


22  The  American  Standard  System 

LESSON    VII.. 

PUNCTUATION   POINTS  AND  TYPOGRAPHICAL   MARKS. 
§  I.   The  following  points  are  used  in  shorthand  writing: 

x  or  /       PERIOD.  —  This  is  the  most  important  point  of  punctuation 
'  and  should  never  be  omitted. 

—f-      DASH.  —  Necessary  to  indicate  breaks  in  sentences  or  convey 
the  sense  in  a  broken  style  of  speaking. 

0  PARENTHESES.  —  Used  as  an  aid  to  the  sense  in  the  absence 
of  commas  and  semicolons,  which  are  impracticable 
in  shorthand  reporting. 

I  BRACKETS.  —  To  enclose  explanatory  matters  thrown  in  by 
some  one  other  than  the  speaker,  or  to  indicate 
what  the  reporter  saw  in  connection  with  what  he 
heard,  eyes  as  well  as  ears  being  necessary  to  make 
a  good  report. 

y£—    INTERRUFHON.  —  Indicates  an  unfinished  sentence,  or  blank, 

or  name  which  may  have  been  omitted  by  interrup- 
tion or  mishearing. 

fl          HYPHEN.  —  Occasionally    necessary    to    indicate    compound 
words. 

—        EMPHASIS.  —  To  underscore  a  word  or  sentence  for  particular 

stress. 
=  CAPITALIZER.  —  Written  under  a  word  to  indicate  a  proper 

name  or  initial. 

A  CARET.  —  Made  longer  and  larger  than  the  ordinary  caret,  to 

indicate  an  omission  of  one  of  more  words,  which  are 

Scott-       Book  of 
indicated  thus :  Browne's  Business  Letters. 

^  A 

PLEASANTRY. — To  indicate  mirthful  feeling  in  shorthand  cor- 
respondence. 

INTERROGATION.  —  A    question   mark    for   shorthand    letter- 
I  writers'  use. 

x  EXCLAMATION. — To    denote    wonder   or   surprise   in   letter- 

^  writing. 

ET  CETERA.  — Etc. 
t  &C.  —  And  so  forth. 


Of  Pitman  Phonography.  23 

§  2.  Other  signs  and  directions  for  punctuation  are  given  in  Chap- 
ter xxvn.  of  Part  II.,  Text-book  of  Phonography,  which  are  specially 
useful  to  the  general  stenographer. 

§  3.   The  signs  used  in  the  transcripts  of  shorthand  notes  are  as  follows : 
.       PERIOD.  —  To  mark  the  close  of  a  sentence  or  to  indicate  a  con- 
traction, as  G.  W.  Clark;    Gen.,  general,  etc. 

:       COLON. — To  indicate  a  following  quotation,  enumeration,  or  illus- 
trative example. 
;        SEMICOLON.  —  For  use  between  closely  connected  members  of  a 

sentence. 
COMMA. — To  set  off  a  clause  in  a  sentence,  or  to  mark  interposed 

or  transposed  elements. 
—      DASH.  —  A  suspensive  pause,  to  mark  an  emphasis  or  interruption, 

or  explanatory  matter. 

(  )  PARENTHESES. — To  include  remarks  thrown  in  by  the  writer, 
which  might  have  been  omitted  without  injuring  the  sense. 
[  ]  BRACKETS. — To  include  .explanatory  remarks  made  by  an  editor 
or  another  person,  in  matter  written  by  some  one  else;  or 
to  indicate  the  remarks  of  an  audience;  as,  [Hisses], 
[Laughter],  [Hear,  hear],  [No,  no]. 

"  "  DOUBLE  QUOTATIONS.  — To  mark  the  words  of  another  as  repeated 
by  one's  self;  to  inclose  illustrative  matter;  may  also  be 
used  in  shorthand. 

'  '      SINGLE  QUOTATIONS. —  To  mark  a  quotation  within  a  quotation. 
?       INTERROGATION.  —  To  mark  a  question  asked. 
(?)     DOUBT.  —  To  indicate  an  uncertainty  or  an  intention  to  ridicule. 
!       EXCLAMATION.  —  To  show  earnestness  or  jest.     When  two  or  more 
points  are  used  in  succession,  it  increases  the  force  of  ex- 
pression. 

(  !  )    WONDER.  — To  mark  surprise  or  irony. 
[\      CARET.  —  To  indicate  where  an  omission  is  inserted. 

APOSTROPHE. — To  indicate  an  elision  in  a  word,  as,  I'm,  /  am, 
'twas,  it  was ;  didn't,  did  not ;  and  the  possessive  case,  as, 
Jones'  house,  nobody's  darling. 

§  4.  For  an  exhaustive  treatise  on  punctuation,  including  other  marks 
used  in  printing,  see  any  good  work  on  Composition  and  Rhetoric,  or 
auxiliary  books  on  Punctuation. 


24  The  American  Standard  System 

LESSON    VIII. 

ABBREVIATIONS. 

§  I.  As  longhand  is  abbreviated  for  rapid  writing,  shorthand  must  also 
be  contracted  to  give  sufficient  speed  for  reporting  purposes.  There  is  a 
prevalent  notion  that  phonography  as  compared  with  longhand  is  so  short 
a  system  of  writing  as  to  be  adequate  without  abbreviation  for  all  purposes 
for  which  it  must  be  used,  but  this  is  a  mistake.  \Vhile  it  is  seventy-five 
per  cent  briefer  than  longhand  as  written  in  its  simpler  form,  it  is  still  not 
short  enough  to  give  the  desired  speed,  and  therefore  the  necessity  to 
resort  to  some  means  of  abbreviation. 

§  2.  Two  principles  are  involved  in  the  method  of  abbreviations  em- 
ployed. One  is  to  cast  out  the  vowels  to  a  large  extent  and  contract 
words  to  a  single  syllable,  or  even  in  some  cases  to  a  single  letter  of  a 
word,  by  making  abbreviated  signs  stand  for  whole  words. 

§  3.  By  a  nice  calculation  it  has  been  determined  that  the  vowels  con- 
stitute one-third  of  the  letters  used  in  words,  and  that  about  one  hundred 
words  constitute  two-thirds  of  the  words  used  in  English  speech. 

§  4.  By  making  arbitrary  signs  for  the  one  hundred  words  placed  in 
position  to  indicate  the  prevalent  vowel,  one  sweeping  and  at  the  same 
time  legible  method  is  secured  for  writing  rapidly  without  placing  much 
labor  on  the  brain  in  memorizing  the  forms  of  words. 

§  5.  Up  to  this  point  of  the  study  the  pupil  has  written  what  is  styled 
full  phonography.  From  this  place  on  he  will  write  what  may  be  called 
phono-stenography,  that  is,  brief  or  compact  writing,  by  contracting  a 
great  many  frequently  occurring  words  into  special  abbreviations. 


§  6.  The  principle  observed  in  placing  the  contracted  forms  in  position 
to  represent  the  strongest  vowel  element  is  to  write  first-place  vowel  words 
half  the  height  of  a  "  /"  stem  above  the  line,  like  by,  (foliar,  or  each,  unless 
a  horizontal,  in  which  case  it  is  placed  the  full  height  of  a  "  t "  stem  above 
the  line,  \ikegive,  in,  or  thing ;  on  the  line  for  all  kinds  of  stems  for  the 
second  position;  through  the  line  for  upright  or  inclined  stems  for  the 
third  position,  like  at,  large,  or  few,  and  under  the  line  for  horizontal 
letters,  like  ago,  cnvn,  and  language,  as  seen  in  the  engraved  list  on 
page  26. 

§  7.  It  has  not,  however,  been  possible  always  to  place  the  word  m 
position  according  to  its  vowel  representation,  because  in  the  case  of  some 


Of  Pitman  Phonography.  2$ 

words  there  would  be  conflict  or  confusion,  leading  to  errors  in  reading,  if 
every  word  were  placed  according  to  the  vowel  rule  of  position. 

§  8.  In  case  of  conflicting  words  the  rule  is  observed  to  write  the  most 
frequently  occurring  word  ON  THE  LINE.  This  makes  a  distinction  and 
favors  speed,  as  may  be  observed  by  examining  the  words  by  and  be,  each 
and  which,  no  and  own. 

§  9.  The  vowel  signs  for  abbreviations  are,  however,  placed  in  but  two 
positions,  with  the  exception  of  the  signs  for  and  and  how,  which  are  in 
their  proper  places  under  the  line,  the  third  position  for  brief  signs.  All 
the  second  &TI&  third  place  vowels  are  put  ON  THE  LINE,  and  the  first  place 
and  no  other  are  written  ABOVE  THE  LINE,  as  in  of,  on,  ought,  awe,  etc. 
The  direction  of  the  vowels  may  seem  to  be  somewhat  changed  as  they 
stand  alone  in  the  three  directions  assumed  for  them,  but  that  is  only 
wrong  imagination,  because  the  vowels  occur  in  all  these  directions  as  they 
are  written  at  right  angles  to  differently  inclined  stems. 

EASIEST  WAY  TO   LEARN  THE  ABBREVIATIONS. 

§  10.  To  fix  in  the  mind  a  word  represented  by  a  single  sign  and  then 
practice  writing  it  several  times  in  connection  with  repeating  the  word  is 
one  method  that  some  students  pursue  to  advantage.  Others  find  it  easier 
to  learn  the  signs  in  groups,  according  to  the  three  positions,  repeating  the 
words  represented  by  the  three  signs  in  their  rhythmic  order  as  they  write 
them ;  thus,  by,  be,  to  be  ;  dollar,  do,  had  /  each,  which,  much  ;  if,  for,  few  ; 
law,  will,  allow ;  she,  shall,  issue,  etc.  This  method  is  regarded  by  the 
author  as  the  best  in  learning  the  first  list  of  signs,  or  any  list  that  can  be 
arranged  in  the  three  positions  having  the  same  consonant  form,  as  it  dis- 
tinctly fixes  the  word  and  position  in  the  mind  by  comparison.  There  is 
still  another  method  to  practice,  after  the  first  two  have  been  tried,  that 
will  permanently  fix  the  signs  in  the  memory,  and  that  is  to  write  the  sen- 
tence exercises  on  each  opposite  page  over  and  over  again,  and  then  tran- 
scribe them  into  longhand  ^v^tho^tt  the  aid  of  the  list,  if  possible. 

§  ii.  The  observance  of  position  in  writing  the  abbreviations  is  above 
all  else  most  necessary,  because  the  signs  become  worthless  or  confusing 
the  moment  they  lose  their  position,  or  are  interchanged.  The  position  is 
just  as  essential  as  the  sign  itself. 

INSTRUCTIONS  BY  MAIL.  —  As  the  student  can  refer  to  the  lists  of  abbreviations  through 
the  book  to  see  if  he  has  written  the  practice  exercises  on  them  correctly  (beginning  with 
the  one  on  the  next  page),  it  is  unnecessary  to  send  such  exercises  or  lessons  to  a  teacher. 
But  each  exercise  should  be  practiced  in  his  home  study  till  it  can  be  written  and  read 
fluently. 


The  American  Standard  System 


,  Pay,  up 

by,  buy 
,be 
to  be 


SIMPLE  STEM   SIGNS. 

_.£... 


__L 

1       i( 

|-~  at,  out 

I  . 

dollar 

,      .  i 

I      do  diy 

had 

/^ 

each 

—  ./—  which 
'      much 

advantage 
large 

company,  accompany 


^ 


give-n 

**-- —  go,  together 

ago 
if,  off 
c-'-  for 
few 


ever 
-.  have 
view 


(    (  thee,  thy 


think 

thank-ed,  thousand 


they,  them 
though, thou 


your,  you're 

see 

say 
us 


-X-      say,  so,  saw 

JLI-  " 

J 


ease,  easy 
was 


,  she,  wish 

.-_J_.    shall,  shall,  show 
issue 

law 
"~  I  ""*   allow 


JLli-s 


year 


-•IN    are 

our,  hour 


me,  my 
may,  am,  aim 


in,  any 
no,  know 
own 


„.,.  long,  along 
^^    language 

^  why 

.X^-v  .  way 


away 
high 


.. 

0 


§  12.    The  derivative  form   of  an  abbreviation  is   expressed   by  join- 
ing the  consonant  stem  necessary  to  make  the  additional  syllable;   thus, 

_-._.  largely,      _v^r  enlarge, 


large,         /  larger, 
fewer, 


uneasy, 


•x 


*z  giver. 


Of  Pitman  Phonography.  2J 

WRITING  EXERCISE  ON   SIMPLE   STEM   ABBREVIATIONS. 

1.  Which  dollar  will  they  give  ?     Are  they  to  be  given  together  ? 

2.  They  saw  us  in  our  ease  so  easy,  though  she  was  easier. 

3.  Will  they  accompany  me  by  your  wish  ?     No  ;  go  thank  them. 

4.  Go  at  it  together.     No  advantage  in  large  company  any  way. 

5.  Buy  it  for  each,  if  to  be  had  at  any  advantage  in  Ohio. 

6.  Give  me  my  wish  so  they  may  issue  it.     Do  they  own  up  ? 

7.  Saw  thou  them  go  along  together  ?     Show  me  your  language. 

8.  See  saw  so,  up  high  they  go.     She  shall  show  issue  at  law. 

9.  Which  do  they  own  at  issue  ?     They  had  much  long  ago. 

10.  May  it  be  your  own  ?     Are  they  at  large  ?     See  me  at  ease. 

11.  Which  thing  do  they  give  us  for  our  own  ?    They  are  away. 

12.  Go  along  my  way.     Thou  shall  have  no  language  for  me. 

13.  Given  much  they  have  much.     Our  large  company  will  go. 

14.  Your  thousand  in  Ohio  will  do.     Are  they  to  be  thanked  for  it  ? 

15.  They  have  thanked  them  ever  so  much.     Why  do  each  buy  it? 

1 6.  It  will  be  our  aim,  though  few  think  so.     Give  it  out  in  Ohio. 

17.  Buy  them  out  together  though  they  have  much  for  show. 

18.  They  had  much  advantage  in  language.     She  may  think. 

19.  Any  way  your  wish  may  be,  she  shall  issue  law  year  by  year. 

20.  Think  thee  thy  company  will  be  large?     Ah,  few  aim  high. 

21.  It  will  give  them  joy  each  day  they  have  it,  though  few  see  it. 

22.  You're  so  high  up  in  your  large  company  they  may  buy  it  out. 

23.  Why  do  they  go  away  together  ?     Will  any  law  allow  them  ? 

24.  They  say  they  will  allow  for  them  though  they  are  away  off. 

25.  Show  me  why  they  allow  my  view  to  be  so  high.     Few  see  it. 

26.  Fewer  will  know  it.     Our  aim  will  be  given  up  if  she  will  it. 

27.  It  was  ever  so  easy  for  us.     They  think  they  will  go  my  way. 

28.  Do  they  own  it  ?     No,  they  know  it.     Ah,  she  will  know  why. 

29.  Do  they  ever  enjoy  any  joy  ?    They  do  if  they  pay  for  it. 

30.  Ah,  go  along  ;   why  show  off  so  much?     They  had  ease  hourly. 

31.  Hour  by  hour,  day  by  day,  she  will  thank  them  yearly  for  it. 

32.  Pay  them  along  dollar  by  dollar,  flay  by  day,  she  will  say. 

33.  Give  me  my  dollar  if  law  will  allow,  though  she  shall  say  no. 

34.  Thou  shall  have  thy  own. 


28 


The  American  Standard  System 


VOWEL  AND   DIFTHONG   SIGNS, 
maw   mow   moo 


Diagram  showing  the  direction  of  the  vowels  when  used  as  abbreviations. 

HEAVY.  LIGHT. 

the  on,  the,  he,  him 

• a,  an  [M/] £—-p—   should 

and  how 

x  all  s  of 

v  ^ jo 

or 
I  awe  I 

_J  __  ^     u  L but 

O,  oh,  owe 

s  ought,  aught  • '  a^ 

£       who,  whom 

The  tick  sign  for  the  is  used  only  when  it  can  be  joined  to  the  word  pre- 
ceding it,  for  the  disjoined  the  is  indicated  by  the  dot. 

of  the,      to  the,      on  the,  should  the,    and  the,    by  the,    which  the,  for  the. 
COMPOUND  VOWEL  AND   DIFTHONG   SIGNS. 

__J idea  —.-L.  almighty 

— :>«A...  now  \-     -  ^though 

__>»-/-.--  new,  knew  ^ whoever 

^     I'll,  I  will  — ... however 

_J^1_.  I'm,  I  am  -   ^ to"day 

v\                                                                 \^-x/    to-morrow 
! already  - -----  • 

J^!l...  altogether  ^-lowa 


Of  Pitman  Phonography.  29 

§  13.    Words  hyphenized  thus,  I -will,  are  to  be  written  in  a  phrase,  as 
engraved  in  the  lists  throughout  the  book. 

WRITING   EXERCISE  ON   THE  VOWEL  AND   DIFTHONG  ABBREVIATIONS. 

1.  The  idea  was  altogether  new,  and-the  thing  ought  to  go. 

2.  For  aught  I  know  it  was  the  newer  and  larger  of-the  two. 

3 .  How  long  ago  had  he  the  idea  ?     It  was  a  year  or  two  ago. 

4.  All  but  two  are  away  to-day.     All  of  us  saw  him  off. 

5.  I  think  him  now  on-the  way  to  Ohio.     He  should  go  to-day. 

6.  Oh,  how  I  long  to-be  in  Iowa !     Who  do  they  think  will  have  it? 

7.  He  was  already  on-the  way.     He  or  I  will  see  him  to-morrow. 

8.  A  larger  thing  will-be  out  to-day.     I  owe  all  I-am  to-him. 

9.  He  or  I  ought  to  go  away  to-morrow.     To  whom  may  he  give  it  ? 

10.  He  and  I  will  see  the  thing  together,  whoever  he  may  be. 

11.  I'll  do  to-day  the  thing  I  should  do,  though  I'm  in  awe  of  it. 

12.  Although  I  am  in  awe,  I'll  do  the  thing  I-am  to  do  anyway. 

13.  Now  give  me  a  new  way  out  of  it  so  I  may  go  to-morrow. 

14.  It  was  newer  the  day  he  had  it  on.     Oh,  my,  see  him  now ! 

15.  They  knew  it  should  be  so,  although  they  say  no,  and  I  know  why. 

1 6.  Although  a  thousand  ought  to  go,  who  will  accompany  him  to  Iowa? 

17.  Should  they  give  away  two  thousand  if  of  advantage  to  him? 

1 8.  But  two  know  of  it.     How  long  ago  was  he  to-be  in  Iowa? 

19.  It  was  altogether  too  much  for-the  idea,  but  he  will  give  it. 

20.  An  altogether  new  idea  for  him.     Too  much  to  owe.     Go  pay  it. 

21.  Whoever  he  may  be,  and  however  large,  I-will  see  him  to-day. 

22.  To  whom  am  I  to  pay  the  thing  I  owe  ?     Pay  me  now  so  I  may  go. 

23.  I  have  already  all  but  two,  and  they  will  be  new,  however. 

24.  To  each  I  have  already  given  all  I  had  but  two  thousand. 

25.  To  whom  should  the  idea  be  new?     Oh,  how  I  long  to  view  it ! 

26.  I'm  already  too  much  in  awe  by  the  view.     Which  do  they  see? 

27.  All  of  them,  for  aught  I  know.     Oh,  how  much  too  much  to  owe ! 

28.  To  whom  was  it  given?     An  hour  together,  a  year  of  ease. 

29.  They  pay  him,  however,  two  thousand  a  year.     Too  much. 

30.  They  knew  I  knew  him  on-the  day  they  saw  him  away  to  Iowa. 

31.  Easy  to  think  so,  but,  however,  altogether  easier  to  say  no. 

32.  He  or  I  will  be  thanked  for  the  new  idea,  though  of  no  advantage. 

33.  A  dollar  to  two  he  knew  it  and  saw  it,  although  they  say  no. 

34.  O  thou  Almighty,  I  give  thee  all  I  own  and  all  I-am. 

35.  If  he  but  knew  or  she  should  say  it  was  so,  who  should  say  no? 


The  American  Standard  System 


TWO   OR   MORE 
\  „     Peculiar-ly-ity 

STEMS. 

Nw  publish-ed,  public 
vy_._.  pure....  v  ._  popular-ity-ly 

^\         >^       irregular-ly-ity 
"ui^;  argue 

•  —  *.  regular-ly-ity 

._.  N/'"^        belong 

...  ./f^-  refer,  reference 
/\.       represent 

v                         became,  become 
-N-w^i^  —  _..  to  become 

1                     talk 
..brJ  1    ..  take 

LL 

.  dignify-ed,  dignity 
.  J.  acknowledge 
.  i  catholic 

.-./r^^i.  many,  money 

...  -'=~N—*.  among 
v*-^                 into 

—  rtrj  —  unto 
—  -^!\  enough 
.          ii           notwithstanding 

~T          kill 

n  /^u  came,  come 

V          i           effect 
1    ^-j"  affect 

.  Ji^....  forever 
„!  follow 

.^^          -  anyhow 
v^^  N.  H. 

„     -^1        knowledge 

„  _n\_  never 

.^  nevertheless 
...-S—  £75>  —  name 

anything 

\s^~*^~  ...  family 

—  ^.  especial-ly 

j_  _    ask 

-</^Vc___  half 
/\             hope 

(  like 
/•„  look,  lack 

J—  .  alike 

y\  happv 
—  /Tl  actually 
hT.  mutual  ]y 
_     \/l         jiartv 

/£__  __  charge 
^^^•v   y           anybody 

».—.._  rt  ..  -s*^^^^- 

1            j  nobody 
»___7tlx   _.^.  month 

_O__   time 

,_..   v^"        thorough,  theory 

Of  Pitman  Phonography.  31 


WRITING  EXERCISE  ON  TWO  OR   MORE   STEM   ABBREVIATIONS. 

1.  Come  and  talk  to  me.     Never  follow  a  lawyer  for  money. 

2.  A  month  nobody  came,  nevertheless  the  lawyer  was  happy. 

3.  Ask  for  a  reference  and  follow  the  effect  forever,  anyhow. 

4.  Do  they  look  alike  or  lack  dignity  ?     No,  they  lack  nothing. 

5.  The  popularity,  familiarity,  and-the  charge  are  enough. 

6.  The  Catholic  came  into  power  and  they  acknowledge  him. 

7.  Acknowledge  nothing  and  take  anybody  into  the  party. 

8.  He  was  actually  to-become  a  follower  in  New-York  or  N.  H. 

9.  He  was  poor,  but  pure  like  many,  nevertheless  was  popular. 

10.  Especially  refer  him  familiarly  to  dignify  the  family. 

11.  Come,  belong  to-the  dignified  public.     Argue  regularly. 

12.  He  may  lack  regularity,  but  purity  and  popularity,  never. 

13.  They  refer  alike  to  actual  familiarity  though  a  peculiarity. 

14.  A  name  they  especially  acknowledge  in  public  and  in-the  party. 

15.  The  effect  took  too  long  for-the  fact  to  affect  him  much. 

16.  He  became  familiar  though  irregularly  published  in  N.  Y. 

17.  Ask  anybody  to  never  mutually  and  actually  represent  him. 

18.  Talk  of  dignity  and  power  in  him  so  irregularly  peculiar. 

19.  Hope  forever  to-become  alike  thorough  in  theory  and  knowledge. 

20.  Do  nothing  half  way  to  kill  time.     I  charge  enough  for  it. 

21.  Anybody  will  actually  represent  the  peculiar  theory  thoroughly. 

22.  An  irregular  and  peculiar  reference  was  published  anyhow. 

23.  Notwithstanding  the  peculiarity  he  nevertheless  was  happy. 

24.  Name  the  irregular  charge  though  it  kill  the  family  forever. 

25.  He  took  time  to  become  familiar  and  mutually  represent  it. 

26.  They  charge  too  much  money  by  half,  but  I  hope  to  take  it. 

27.  An  actual  month  among  a  happy  family  in  N.  H.,  so  peculiar. 

28.  Among  the  many  I  saw  nobody  who  had  anything  but  money. 

29.  The  regularity  of-the  familiarity  was  an  especial  fact. 

30.  He  came  into  N.  H.  on  a  time.     Never  look  half  like  anything, 

31.  Be  regular  notwithstanding  the  irregularity  of-the  family. 

32.  I  am  a  pure  Catholic  and  peculiarly  dignified  among  them. 

33.  Your  theory  of  dignity  will  become  a  public  power  in  effect. 

34.  The  lawyer  will  argue  especially  to  follow  the  party  forever. 

35.  Like  your  theory,  poor,  but  publish  the  fact  regularly. 

36.  How  peculiarly  he  took  them  to  look.     Come,  kill  the  effect. 

37.  To  become  a  power,  belong  to-the  party  forever  anyhow. 


32  The  American  Standard  System 


LESSON   IX. 

CIRCLE   FOR   S  AND   Z. 

§  l.  The  frequently  occurring  sounds  of  s  and  z  are  represented  with- 
out discrimination  by  a  small  circle.  This  secures  brevity  of  outline,  dis- 
tinction between  certain  classes  of  words,  ease  of  junction,  and  speed  in 
writing. 

§  2.  The  circle  is  joined  initially  or  finally  to  straight  stems  by  a  motion 
of  the  pen  made  in  the  opposite  direction  to  that  which  would  be  more  nat- 
ural in  forming  a  circle,  i.e.,  by  usually  beginning  at  the  bottom  or  right- 
ward  portion  of  the  circle  and  moving  leftward,  stopping  the  motion  when 
the  circle  is  half  formed  and  completing  the  remainder  of  it  with  the  stem 
to  which  it  is  attached;  thus,  n  Q  _  sk,  n  _  Q  ks,  ~  |  st,  ^  L  /s. 
It  will  be  seen  by  this  that  though  the  sign  is  called  a  circle  it  is  not  per- 
fectly round,  because  the  stem  to  which  it  is  joined  forms  one  side  of  it. 

§  3.  The  circle  is  made  on  the  right  side  of  all  the  straigJit  stems  except 
k,  g,  upward  r,  and  h.  It  is  made  on  the  top  or  what  might  be  regarded 
as  the  left  side  of  these  four  letters,  the  motion  being  exactly  the  same, 
however,  in  forming  it  on  these  letters  as  on  all  the  other  straight  stems. 
Be  sure  to  observe  carefully  the  following  illustrations,  which  show  how  the 
circle  is  written  on  all  the  straight  steins  :  — 

Pe         Be         Te        De         Cha         Ja         Ka         Ga         Ra       Ha 


sps  sbs  sts  sds  schs  sjs  sks  sgs 
This  prevents  confusion  between  the  following  signs  :  /~  s-ch-s  an 
It  also  permits  another  principle  to  be  applied  for  using  the  j-circle  on  the 
other  side  of  all  straight  stems,  which  principle  will  be  presented  in  a  more 
advanced  lesson. 

§  4.  Inasmuch  as  but  one  side  of  the  curve  stems  can  conveniently  take 
a  circle,  the  rule  to  be  observed  is  to  form  it  on  the  convenient  or  inside 
of  a  curve  stem;  thus,  <j"*»  sin,  Q_>/  sn,  /^~  si,  &~\  sr,  v^  fs,  /o  Is. 

RULE  XX.  —  Read  a  circle  at  the  beginning  of  a  stem  first,  and  the 
vowel  in  the  same  order  as  already  explained  in  Rules  VII.  and  VIII.; 
thus,  _•_  ache,  n«.  sake,  \y  pie,  ^v  spy.  See  line  I  of  the  engravings. 


Of  Pitman  Phonography.  33 

RULE  XXI.  —  Read  a  circle  last  for  s  or  z  at  the  final  end  of  a  stem, 
thus,  —7—  gay,  — r°  gaze,  eat,  ^  eats.  See  line  2. 

§  5.   Initial  s  is  expressed  on  Ha  by  forming  the  hook  into  a  circle; 

thus,     (5"\"  Soho. 

§  6.  Medial  circles  on  straight  stems  running  in  the  same  direction  are 
written  the  same  as  though  on  single  stems,  as  described  in  §  2.  See 
line  3. 

§  "j.  Circles  between  straight  stems  struck  in  different  directions  are 
written  outside  of  the  angle.  See  line  4. 

§  8.  A  circle  between  a  straight  stem  and  a  curve  is  written  within  the 
angle  —  the  same  as  it  would  be  on  the  curve  if  the  straight  stem  were 
not  attached.  See  line  5. 

§  9.  Some  words  require  a  medial  circle  to  be  made  on  the  back  of  a 
curve;  followingyand  n  it  is  made  on  the  back  of  the  first  stem,  while  in 
other  combinations  it  is  written  on  the  back  of  the  second  curve;  thus, 

^$\  facility,     V°  I    nasality,     '  ^^  missive.     See  line  6. 

§  10.  The  circle  between  any  other  class  of  curves  is  written  the  same 
as  it  would  be  on  a  single  curve.  See  line  "]. 

§  II.  The  double  sound  of  s  or  z,  or  the  sound  of  s  and  z  as  heard  in 
the  syllables  ses,  sez,  zez,  etc.,  is  expressed  by  a  large  circle  written  on 
straight  stems  and  curves,  in  accordance  with  the  rules  already  given  for 
the  small  circle.  See  line  8. 

§  12.  A  third  sound  of  s  following  the  syllable  formed  by  the  large 
circle  may  be  expressed  by  a  small  circle  made  on  the  back  of  the  stem  to 
which  the  large  circle  is  joined.  See  line  9. 

§  13.  The  second-place  light  dot,  or  e  vowel,  heard  in  the  ses  syllable 
need  never  be  expressed,  but  any  other  vowel  occurring  between  the 
sounds  indicated  by  the  large  circle  is  written  within  the  circle;  thus, 

•  '  P  exhaust,    Q^  season.     See  line  10. 

WHEN  TO  USE  UPWARD   OR   DOWNWARD   R  WITH   S   CIRCLE. 

§  14.  Special  Rule  found  on  page  15,  governs  the  use  of  downward  r  with 
an  initial  or  final  circle  as  shown  in  first  part  of  line  1 1  of  the  engravings 
of  this  lesson,  and  Rules  XIII.  and  XIV.  (Part  I.)  govern  the  use  of  up- 
ward r  with  a  final  circle,  as  also  shown  in  latter  part  of  line  n. 

RULE  XXII.  —  Use  upward  r  with  initial  s  when  preceded  and  followed 
by  a  vowel;  thus,  o^  sorrow,  &/•  Sarah.  See  line  12. 


34  The  American  Standard  System 

WHEN  THE  CIRCLE   MUST   NOT   BE   USED. 

RULE  XXIII.  —  Stem  s  must  be  used  at  the  beginning  of  a  word,  if 
a  vowel  sound  precedes  it,  and  at  the  end  of  a  word  if  a  vowel  sound 

follows  it  ;   thus,     '^  essence,     V  )  policy. 

RULE  XXIV.  —  Use  the  stem  when  s  is  followed  by  two  vowels;  thus, 

<j?  seance,          j  chaos,     jf     Sierras. 

RULE  XXV.  —  Use  the  stem  for  z  when  z  is  the  first  letter  of  a  word, 
which  is  the  only  case  in  which  the  same  sign  would  conflict  if  used  for 

both  s  and  z;   thus,       y^~  zeal,     £    seal. 

RULE  XXVI.  —  The  stem  for  z  must  be  used  when  it  is  a  final  stem 
followed  by  a  vowel  ;  thus,     r  )  lazy. 

i.  \   \      f-      /°    F     J      f     ")      <L    ^ 

*  ^       C  •'/''•*•'**.  ~  ^   "* 


7. 


8-  \Q' 

P.      >P 


.§.   tr\ 


Of  Pitman  Phonography.  35 

WRITING   EXERCISE  —  WORDS. 

§  15.   The  student  should  write  the  following  words  in  shorthand  with 
great  care  and  precision. 

INSTRUCTIONS  BY  MAIL.  —  The  student  by  mail  should  write  lines  i,  4,  6,  8,  12,  13, 
16,  17,  20,  23,  25,  27,  for  the  teacher's  correction  and  instructions. 

1.  Soap,  soup,  sip,  sap,  sup,  seat,  stay,  stow,  stew,  suit,  site, 

2.  Sty,  seed,  sawed,  sowed,  sewed,  soda,  sage,  seek,  sick,  sack, 

3.  Sag,  safe,  save,  sieve,  scythe,  seize,  sash,  seal,  sale, 

4.  Solo,  Sam,  psalm,  sane,  seine,  sign,  sing,  Soho,  Sahara; 

5.  Pass,  piece,  pace,  pause,  base,  boys,  tease,  doze,  dose,  chase; 

6.  Soar,  sore,  sear,  sere,  sour,  sourly,  surly,  sire,  circus;   erase, 

7.  Arouse,  arise,  ears,  oars,  errs,  heirs,  airs;  raise,  rays,  rise, 

8.  Rice,  rose,  ruse;   Sarah,  Surrey,  survey,  sorrel,  Sorocco; 

9.  Cheese,  choose,  chews,  chose,  etches,  choice,  ages,  Jews,  juice, 

10.  Kiss,  case,  aches,  oaks,  ekes,  echoes,  ox,  ax,  guess,  gaze, 

11.  Geese,  goose,  gas,  face,  vase,  vice,  voice,  vows,  shoes,  ashes, 

12.  Lace,  loose,  lose,  lease,  miss,  muss,  noise,  nose,  niece,  nice,     / 

13.  Ounce,  woos,  woes,  yeas,  hose,  haze,  Hayes,  hiss,  hues; 

14.  Tasty,  dusty,  cask,  decides,  resource,  reserve;   obesity,  beset, 

15.  Besides,  beseech,  basks,  upset,  task,  desk,  deserve,  disrobe, 

1 6.  Hasty,  husk,  exercise,  exercised;   poison,  puzzle,  passive, 

17.  Pacify,  abusive,  bustle,  baser,  absence,  dozen,  chosen,  chasm, 

1 8.  Cousin,  castle,  visage,  lisp,  misty,  reason,  risen,  resume, 

19.  Musk,  mask,  honesty,  vicinity,  design;   unlooseth,  massive, 

20.  Misseth,  dismissive,  remissness,  facility,  nasality,  illusive, 

21.  Looseth;   muzzle,  unsafe,  unseen,  fossil,  vessel,  vassal,  thistle, 

22.  Nestle,  nozzle,  loosen,  looseness,  lessens,  lessons;   seeds,  sips, 

23.  Stows,  seals,  sails,  sneeze,  sways,  Swiss;   passes,  pieces,  teases, 

24.  Doses,  kisses,  guesses,  gases,  vices,  voices,  laces,  losses,  raises; 

25.  Recess;   arises,  arouses,  erases,  noises,  ounces;   successes, 

26.  Abscesses,  excesses,  recesses,  exercises,  diseases;   system, 

27.  Scissors,  saucer,  season,  Susan,  Sicily,  disease,  r'  .eased, 

28.  Decisive,  insist,  resist,  subsist,  desist;   lushes,  cashes,  lashes, 

29.  Lushes,  rushes,  hushes,  scamps,  skimps. 


The  American  Standard  System 


SMALL  AND   LARGE  CIRCLE  ABBREVIATIONS. 


o         is,  his 

/^)     myself 

as,  has 

.V.:$  purpose 

.    >  ..  subject 

•"r\"   ours^lves 
xS^.  necessary 

o 

LI           advertise 
jj    |      its,  it  is 

f"  '       yes,  yours,  yourself 
"  "o     use,  uze 

b     itself 

...b...  does 
~_b_._  discharge 
....r~.  said 
../7...  such 
because 

^-      yourselves 
•®-£'  uses,  uzes 

.H—  -f  lesson,  lessen 
g^^r  testimony 

—£~-  usiial-ly 
o  n     six.,  exquisite 

A     ^      t;«        i    •    *    1     t> 

signature 

N  P      .     fl 

influence 

>L...  several 

..ItT.   influences,  United  States 

C               these,  thyself 
L  .    this 
\T  thus,  those 

.  \?      themselves 

rf  satisfy-ed 
\  satisfactory-ly 

fiT^.  somehow 
•N 

•s     v    cease 
<~..-sr.  says 

—  '-.  size,  seize 

/•o 
_i>  —   as  well  as 

..  .a  .   sir 

..&...  society 

else,  less 
/^/^>.  alas 

...A...  whose 
...?...  himself 

Q_^      seen 
:..9~S.   soon 

.<L>^   something 

,         awes 
...~b  owes 

<J-NV     seem 
..iTT>  same,  sum,  some 

Of  Pitman  Phonography.  37 

§  16.  Derivative  words  terminating  with  the  sound  of  s,  as  also  the 
plural  number  and  possessive  case,  may  be  expressed  by  the  addition  of 
the  s  circle  to  any  of  the  abbreviations,  as  follows  :  *^^/  long,  \^j>  longs, 

\7\o  purpose,   \/\D  purposez,  \  subject,      ^  subjects,  ...P..  satisfies, 

Q-_i>  -.  •  b 

......  signatures,  -)  society  s,  societies,  _  r   company  s,  companies. 

o 

§  17.  The  derivative  forms  of  other  abbreviations,  as  already  shown  in 
Lesson  VIII.,  may  be  expressed  by  the  necessary  consonant  to  represent 
the  syllable  to  be  added;  thus,  J^j?_  unsatisfactory,  ..^f,  unusual, 

\ 
,.<h\  advertiser,  .  L.  disadvantageous. 


.  L. 


WRITING   EXERCISE   ON   SMALL  AND   LARGE  CIRCLE  ABBREVIATIONS. 

1.  His  signature  was  exquisite  as  well  as  necessary  to  uze. 

2.  Society  is  satisfied  he  uzes  necessary  things  in  this  lesson. 

3.  It  is  wisdom  itself  to  advertise  several  times  to  a  purpose. 

4.  Somehow  the  influence  of  society  subjects  those  to  its  use. 

5.  The  purpose  of  the  testimony  is  to  influence  six  of  these. 

6.  Six  lessons  influence  the  testimony  to  satisfy  ourselves. 

7.  Soon  some  will  seem  less  unusual  unless  seen  by  yourself. 

8.  Yourself  said  reference  was  enough  for  purposes  of  business. 

9.  Does  it  advertise  itself  as-well-as  something  else  seen? 

10.  Yes,  because  it  is  exquisite.     Who  said  he  does  it  himself? 

11.  The  U.  S.  pays  the  sum  of  $6000  to  satisfy  those  it  owes. 

12.  Somehow  he  himself  said  something  else  satisfactorily. 

13.  He  says  to  cease,  for  such  a  subject  awes  those  who  uze  it. 
•14.  He  says  society  awes,  uzes,  and  influences  himself  unusually. 

15.  Does  she  say  his  signature  is  large?     Yes,  same  size  as  this. 

16.  The  size  as-well-as  the  sum  owes  itself  to  his  uses. 

17.  Sir,  excuse  yourself.     Alas,  he  owes  less  and  less. 

18.  As  usual  I  excuse  myself  and  discharge  several  such  soon. 

19.  Ic  is  such  as  these  who  lessen  this  influence  of  testimony. 

20.  Cease  thus  to  satisfy  yourselves,  because  satisfied  myself. 

21.  Sir,  discharge  and  seize  as  usual.     Excuse  a  useless  lesson. 

22.  Alas,  yours  seems  useless  for  myself  somehow  to  uze. 

23.  Usually  things  are  as  they  seem,  but  somehow  unsatisfactory. 


449595 


38  The  American  Standard  System 

LESSON    X. 

LOOPS   FOR   ST  AND   STR. 

§  I.  A  small  loop  written  on  the  same  skle  of  the  stem  as  the  circle  for 
s  expresses  the  sounds  of  si  initially  and  st  or  zd  finally;  thus,  ./$  still, 

f'^  laced,  ^?  raised.     See  lines  I  and  2. 

§  2.  A  large  final  loop  on  stems  expresses  sir ;  thus,  \y  pastor, 
v<^-  faster.  See  line  3. 

§  3.  A  circle  may  be  written  on  the  back  of  loops  to  express  final  j  or  c; 
thus,  ^^  posts,  *\}  posters,  "~^  arrests,  *"j^  arresters.  See  line  4. 

§  4.   The  loops  can  be  used  medially  where  stems  do  not  cross  each 

other;   thus,    fc~ '  destiny,      t— o  statistics,    '\^f  sophistry,    (\  disturb. 
See  line  5. 

§  5.   The  rules  already  given  apply  to  writing  Er  and  Ra.     See  line  6. 

i.-\  \  -r  r   f  ^  *  <*  ^  <* 

2.\^     j     C     f 

3-    M         b"       /       >?     ^ 

4.       t      ^      ^       t"      F       ^      ^     ^    V 

v 


INSTRUCTIONS  BY  MAIL.  — The  student  by  mail  should  write  the  following  lines  for  a 
lesson:  i,  3,  5,  7,  9,  12,  14,  17  : 

WRITING   EXERCISE  —  WORDS. 

1.  Steep,  stub,  stout,  jceady,  study,  stage,  stake,  steak,  stick, 

2.  Stack,  stalk,  itock,  stuck,  stag,  stiff,  stuff,  staff,  stave,  stove, 

3.  Stacy,  steel,  steal,  stale,  stall,  stool,  stole,  still,  steer, 

4.  Star,  storm,  stir,  steam,  stem,  stony,  sting,  stung;  past, 


Of  Pitman  Phonography.  39 

5.  Passed,  paste,  paced,  pieced,  pest,  based,  baste,  boast,  bust, 

6.  Abased,  abused,  teased,  taste,  toast,  dust,  dazed,  chased, 

7.  Joist,  kissed,  caste,  cast,  coast,  gazed,  guest,  ghost,  faced, 

8.  Fist,  fast,  feast,  vest,  vast,  laced,  list,  erst,  arrest,  erased, 

9.  Aroused;   roast,  raced,  wrist,  rust,  roused,  missed,  mist, 

10.  Mast,  amazed,  amused,  Nast,  waste,  waist,  yeast,  artist, 

11.  Reduced,  richest,  rejoiced,  refused,  revised,  upraised,  ballast, 

12.  Tallest,  utmost,  coolest,  calmest,  fenced,  evinced;   boaster, 

13.  Toaster,  duster,  caster,  coaster,  faster,  foster,  rooster,  muster, 

14.  Nestor,  songster,  Worcester   (Wooster),  teamster,  forester, 

15.  Posts,  posters,  beasts,  boasts,  busts,  tests,  tastes,  dusters, 

16.  Chests,  chesters,  costs,  Custer's,  guests,  ghosts,  feasts, 

17.  Lester's,  roosts,  roosters,  mists,  musters,  songsters. 

ABBREVIATIONS  —  ST  AND    STR    LOOP   SIGNS. 

..Ssa_.  first  /^       least 

L—f.  last 

..J^i—  best  —v 

a._  west 

../...  just  _s     used 

../.    suggest-ion  _j^    yesterday 

-jf?§iL.  most,  must 

—-/--   adjust 

.Sw^_.  stenographer 

_.(i5?-.  distinguish-ed 
ss^cr-.  stenographic 

almost 

^0       honest,  influenced 

— .s^?  next  _/d.  master-y 

§  6.   The  st-  loop  may  be  used  to  form  the  derivatives  of  words  ending 

in  j/or  zd,  thus;    ^^  long,   \^?  longest,  ...?„.  advertise,  _i. advertised. 

\Ao  purpose,     \f\  purposed. 

WRITING   EXERCISE  ON  THE   LOOP  ABBREVIATIONS. 

1.  First,  best,  and  highest  of  all  things  is  the  stenographer. 

2.  The  next  is  to  be  honest  and  just.     He  suggests  they  go  west. 

3.  They  must  distinguish  themselves  amongst  stenographers. 

4.  I  used  to  adjust  the  same,  but  somehow  it  was  unsatisfactory. 

5.  His  highest  aim  was  to  be  honest  for  it  influenced  his  master. 


4O  77/i?  American  Standard  System 

6.  They  advertised  yesterday  for-the  first  and  best  stenographer. 

7.  They  suggest  it  be  used  most  because  it  is  advertised  as  best. 

8.  Something  else  should  be  first  at  least  to  distinguish  society. 

9.  I  must  say  he  had  the  most  thorough  mastery  of  it  yesterday. 

10.  Suggest  it  be  stenographic  at  least.     It  is  easy  to  adjust  it. 

11.  Me  was  the  last  stenographer,  though  the  most  distinguished. 

12.  Just  because  he  was  the  best.     Next  to  nothing  yesterday. 

13.  The  stenographer  will  almost  master  it  just  as  I  suggest. 

14.  Give  him  the  mastery  and  he  will  adjust  the  fact  at  least. 

15.  Though  least,  he  was  never  last,  and  is  almost  the  highest. 

1 6.  Just  go  west  as  advertised  for  it  will  be  best  and  most  honest. 

17.  First,  last,  and  all  the  time  be  influenced  by  my  suggestion. 

18.  An  honest  stenographer  is  the  most  distinguished  in  X.  Y. 

19.  He  purposed  to  go  the  longest  way  because  so  influenced. 

20.  They  used  the  thing  advertised  because  it  was  next  to  best. 

21.  These  things  must  be  used  in  the  west  because  easy  to  adjust. 

22.  First  be  the  best  and  next  take  my  suggestion  and  be  honest. 

23.  He  must  be  just,  whose  purpose  it  is  to-be  honest  first. 

24.  To-be  a  master  is  almost  as  much  as  to-be  the  highest. 

25.  He  used  it  yesterday  at  least  for-the  last  time. 


Of  Pitman  Phonography.  41 


LESSON   XI. 

BRIEF   SIGNS   FOR   W  AND    Y. 

§  I.  For  convenience  of  joining  and  to  increase  speed  and  legibility  w 
and  y  are  given  several  modes  of  representation.  The  following  are  the 
H/-signs  and  names :  The  stem  ""^  Wa,  the  semicircles  c  We,  D  Wu, 
the  7f-hook  on  four  letters,  named  with  the  stem  to  which  it  is  attached ; 
thus,  <r~^\  Wem,  S •  Wen,  (,  Wei,  (/  Wer,  and  a  horizontal  or  perpen- 
dicular tick  on  /,  d,  k,  th,  and  sh,  where  w  immediately  follows  a  consonant, 
—  simply  called  w-tick. 

§  2.  The  signs  and  names  of  y  are :  The  stem  f~~  Ya  and  the  semi- 
circles u  Ye,  n  Yu.  It  will  thus  be  seen  that  w  is  represented  in  five 
different  ways  and  y  in  three.  The  student  must  be  particular  to  observe 
these  different  methods,  and  to  call  the  signs  by  their  names,  so  as  to  avoid 
confusion  and  error  in  speaking  of  any  particular  sign  of  y  or  w,  as  con- 
fusion will  arise  if  each  sign  is  not  called  by  its  proper  name;  thus, 

I  Ye-Te,  not  y,  t,      ]    We-Te,  not  w,  t. 

§  3.  We,  Wu,  Ye,  Yu  are  joined  initially,  medially,  and  sometimes 
finally,  though  rarely. 

§  4.  The  Wu  sign  joins  best  to  /,  b,  and  all  the  horizontal  stems,  a« 
shown  in  line  I. 

§  5.  The  We  sign  is  used  on  all  other  stems  because  it  affords  the  best 
angle  at  the  point  of  junction,  in  forming  derivative  words,  as  shown  in 
ttnweighed  from  weighed,  and  unweave  from  weave,  in  line  3.  Sections  4 
and  5  are  suggestions,  not  rules. 

§  6.  The  circle  for  s  may  be  elongated,  that  is,  made  like  a  loop  and 
written  within  the  brief  w-sign  to  express  an  j-sound,  as  shown  in  lines  2, 
5,  and  6. 

§  7.  Whenever  the  sound  of  w  immediately  precedes  m,  n,  7,  or  r,  it  is 
represented  by  a  small  initial  hook ;  thus,  <r-s  wm,  <^_^  wn,  (T  ?vl,  c^  ivr. 
This  hook  takes  the  place  of  We  and  Wu,  since  neither  of  these  brief  signs 
can  be  legibly  joined  to  the  stems  named. 

§  8.  The  w-hook  is  used  initially  or  medially  when  immediately  preced- 
ing m,  n,  I,  or  r,  as  illustrated  in  lines  7,  8,  9,  and  IO  of  the  engravings. 


The  American  Standard  System 


§  9.  The  circle  for  5  may  be  written  on  the  w-hook  when  attached  to  r, 
but  never  on  the  hook  when  attached  to  /,  /«,  or  n,  the  circle  and  w-stem 
being  used  for  sw  preceding  these  three  stems,  as  shown  in  line  1  1  of  the 
engravings. 

§  10.  When  w  immediately  follows  any  consonant  and  does  not  pre- 
cede m,  n,  I,  or  r,  it  is  expressed  by  a  joined  vertical  or  horizontal  tick,  as 
shown  in  line  12  of  the  engravings. 

§  II.    Brief  y  is  joined  initially  and  medially,  as  illustrated  in  line  13. 


ILLUSTRATIONS   AND    READING   EXERCISE. 


v^ 


3  _  O 


•»      " 


* 


5. 


• 


7. 


73. 


1    1-    .1     7 


1 


)  >  I  f  \      •)  I 


NOTE.  —  "  Q"  in  sound  =  "  -fro; 


Of  Pitman  Phonography.  43 

WRITING    EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —The  student  by  mail  should  write  lines  2,  5,  6,  8,  10,  13,  15, 
and  19  for  instruction. 

1.  Wipe,  web,  Webster,  wig,  weak,  wake,  walk,  woke,  wicks, 

2.  Wax,  waxed,  waxes,  wigs,  wing,  wings,  sweep,  swap,  swing, 

3.  Swings,  swung;    wit,  wet,  wettest,  weight,  weeds,  weighed, 

4.  Wades,  wide,  widest,  witch,  bewitch,  watch,  wage,  wedge, 

5.  Wife,  woof,  weave,  sweet,  sweeter,  sweetest,  sweetly,  Swede, 

6.  Swayed,  unswayed,  swathe,  unswathe,  switch,  dissuade; 

7.  Wem,   Weems,  Guam,  wean,  wane,  win,  winnow,  wince, 

8.  Winced,  winces,  windy,  window,  queen,  quince,  quinces, 

9.  Twine,  entwine,  twin,  twins,  twain,  twinge,  twinges,  Quincy, 

10.  Quinzy,  quench,  guano,  Edwin,  weal,  wall,  wallow,  wool, 

11.  Unwelcome,  wealthy,  unwieldy,  war,  wore,  weary,  ware, 

12.  Wear,  worthless,  worthy,  unworthy,  worm,  warm,  dwarf, 

13.  Quarrel,  choir,  squire,  esquire,  square,  squirm,  query, 

14.  Inquiry;  swears,  soiree,  swarm,  swarthy,  swerve;   swim, 

15.  Swam,  swum,  swill,  swell,  swallow,  Sweeney,  Suwanee; 

1 6.  Tweak,  thwack,  Schwab,  bequeath,  bequest,  twist,  twists, 

17.  Untwist,  twill,  equip,  equipoise,  quota,  quickest,  quake, 

18.  Quaker,  quack,  quoth,  quaff;  yoke,  unyoke,  Yankee,  yacht, 

19.  Yore,  yawn,  unique,  yellow,  yam,  Yale,  yell,  yawl,  yelp. 


44 


The  American  Standard  System 


BRIEF    W   AND    T  ABBREVIATIONS. 


—  5  — 

<^ 
______ 

------- 

«:  __  ' 


without 

within 
withal 
when 


won,  one 


_ 
-~?»J? 


., 


whence 
once 

whenever 

while 
well 


we  are 

i  where 

aware 


.  whereas,  worse 
t/S».  wherever 
,.  wheresoever 

_ anywhere 

s-X-^.  nowhere 

diC..  somewhere 

-J&^L.  elsewhere 
_->>*..  whatever 

_*^f-  area 
-.n^^lyou  are 
-™h.  are  you 


WRITING  EXERCISE  ON   BRIEF    W   AND    T  ABBREVIATIONS. 

1.  Whenever  you-are  well  off  be  satisfied.     We-are  aware. 

2.  While  we-are  within,  say  nothing.     Go  elsewhere,  anywhere. 

3.  Are-you  aware  he  is  worse?     Go  somewhere  or  nowhere  soon. 

4.  When  one  knows  it  is  best  will  he  do  it?     Go  somewhere  else. 

5.  Once  is  enough  when  one  is  satisfied.     You-are  aware. 

6.  Something  seems  to  say  within  it  is  necessary  to  go  nowhere. 

7.  Whence  came  all  this,  and  where  go  they  while  I'm  away? 

8.  Without  it  I  shall  be  worse.     May  I  ever  hope  to  be  well? 

9.  Whatever  is  to  be,  will  be.     Wherever  you-are  think  of  me. 

10.  Wheresoever  they  go,  will  I  go.     Give  me  the  area  of  N.  Y. 

11.  I  say  once  for  all,  go  elsewhere,  or  come  within  while  well. 

12.  I  have  the  wherewithal,  whereas  they  have  stenography. 

13.  Once  he  won  it,  but  while  unwell  some  one  else  took  it. 

14.  They  have  less  somewhere  else.     Once  I  was  happy. 

15.  Whereas  while  you  are  well,  are-you  satisfied  and  happy? 

1 6.  Whenever,  wherever,  and  whatever  they  may  be,  it  is  well. 

17.  Whence  came  they  and  where  go  they  soon,  if  anywhere? 

1 8.  Take  us  anywhere,  for  this  is  just  nowhere,  whatever  said. 

19.  Take  me  elsewhere,  wherever  you-are.     Anywhere  will  do. 


Of  Pitman  Phonography.  45 

LESSON    XII. 

CONCURRENT  VOWELS. 

§  I.  Words  containing  but  one  consonant  and  two  or  more  vowels  occur- 
ring in  succession,  or  two  or  more  consonants  with  two  vowels  occurring 
between  them,  are  represented  in  the  first  case  by  that  vowel  being  written 
nearest  the  stem  which  is  heard  next  to  the  consonant,  and  in  the  second 
instance  by  dividing  the  vowels  between  the  consonants  ;  thus,  ./;  eolis, 
(^  Leo,  £_^/  eon,  ^~^  rawish,  ^\  %ayety.  See  line  I. 

§  2.  When  o  or  ob  is  immediately  followed  by  any  other  vowel  the 
second  vowel  may  be  represented  by  joining  brief  iv  to  the  o  or  ob  vowel; 

thus,  — fc  showy,  (*  Louis,  £/  oasis,  \£/  Owen.     See  line  2. 

§  3.  \Vhen  short  i  (?)  immediately  precedes  any  other  dot  vowel,  the 
two  may  be  represented  together  in  one  sign  by  using  Ye  for  I,  and  the 

position  of  the  sign  for  the  second  vowel;  thus,  *1  opiate,  ^-^  piano. 
The  Yu  sign  may  be  used  in  the  same  manner  with  the  dash  vowels;  thus, 
^^Q,  impious,  (*  olio,  '^~T  unity.  See  lines  3  and  4. 

§  4.  If  w  immediately  precedes  a  vowel,  and  a  hook  or  other  w-sign 
cannot  be  legibly  used,  the  brief  w  may  be  written  in  the  vowel  place  to 
indicate  both  itself  and  the  vowel ;  using  We  with  the  dot  vowels,  and 
Wu  with  the  dashes,  for  distinction;  thus,  <J— *>  squeeze,  §— o  squaws, 

8r-°  obsequies, '^  colloquy. 

§  5.  Any  vowel  following  a  difthong  or  brief  w  or  y  may  be  represented 
by  a  small  tick  joined  to  such  sign  at  a  right  angle.  No  confusion  results 
from  representing  any  dot  or  dash  vowel,  long  or  short  and  without  regard 
to  position,  except  the  long  vowel  o  which  alone  keeps  its  place  and  re- 
mains shaded;  thus,  v*!.  Iota,  >}£/.  lona,  \QV  pious, ^jvoyage,  ~*(  shower, 

l«i  dewy,  Dewey,     ,Jf    manual,     &^°  obsequious.     See  line  5. 

§  6.  Brief  y  may  be  joined  to  the  difthong  signs,  and  in  some  cases  to 
consonant  stems,  to  represent  the  ia  vowels  of  a  word  or  suggest  the  vowel 
sounds  in  consonant  forms  that  would  not  otherwise  be  legible;  thus, 

V-/V  genii,  t^~^  meow,  /~^u  mania,  ""«]  insinuate,  v^^j-v^/u  pneu- 
monia, <^y  hysteria. 


46  The  American  Standard  System 

ILLUSTRATIONS   AND    READING    KXERCISE. 

§  7.   The  following  words   must    be  transcribed  into  longhand  by  the 
student  by  applying  the  principles  above  illustrated  : 


'•X  :         **      "    ft   " 

2.  ^ 


5. 


WRITING   EXERCISE  —  WORDS. 
INSTRUCTIONS  BY  MAIL.  —  Write  lines  i,  3,  4,  5,  6,  7,  9,  for  mail  instruction. 

1.  Payee,  Leo,  Eolis,  siesta;   pean,  seance,  laity,  gayety,  rawish, 

2.  Leon,  lien;   poets,  poem,  doughy,  Zoe,  shadowy,  Stowell, 

3.  Louisa,  snowy,  slowest,  soloist,  oasis,  oases,  Samoa,  Sinaloa; 

4.  Hygeia,  foliage,  silliest,  fiasco,  aerial,  piazza,  arcadia; 

5.  Cameo,  ratio,  olio,  idiot,  odious,  piteous,  copious,  bilious, 

6.  Invidious,  oratorio;   squeeze,  obsequy,  squash,  squaws;   diary, 

7.  Fiery,  fiat,  voyage,  boyish,  cower,  dower,  dewy,  Shuey, 

8.  Tioga,  Viola,  duel,  dial,  coyish,  jewel,  Jewish,  dyer,  ruin, 

9.  Renewal,  vowel,  fuel,  diet,  sinewy,  Zion,  scion,  suicide, 
10.   Howell,  Rowell,  sinuous,  insidious. 

ABBREVIATIONS  —  BRIEF    W  AND    F  SIGNS. 

e        We,  with  3        what  _  ^      always 

_..s..  were  ......  j_  would 

0         ye  n         beyond 

_  u.  yet  ......  P.  y°u 

§  8.  The  tick  sign  for  the  or  him  may  be  added  to  any  of  these  words 
with  which  it  forms  a  phrase;   thus,      *      with  the,  with  him. 


Of  Pitman  Phonography.  47 

• 
WRITING   EXERCISE  ON   THE   BRIEF    W   AND    }'   ABBREVIATIONS. 

1.  What  would  you  do  if  we  were  with  you?     I  would  go  to  you. 

2.  Where  were  you  yesterday?     Away  beyond  with  some  one. 

3.  May  we  go  too  next  time?     Yes;   always  with  my  best  wishes. 

4.  Ye  are  yet  beyond  all  hope.     Yes,  when  we  are  with  you. 

5.  Ye  are  many.     Would  you  yet  go  if  we  were  with  you? 

6.  What  say  you  beyond  what  he  said?     What  I  would  always  say. 

7.  Do  you  think  you  have  said  all?     No,  because  you  were  away. 

8.  When  we  were  beyond  what  would  be  seen,  you  came  to  us. 

9.  I  will  always  do  with  what  1  have  and  ask  for  no  less. 

10.  Do  what  you  will  I  am  with  you.     It  is  now  time  we  were  away. 

11.  What  would  you  do  for  me  if  you  knew  what  I  would  say? 

12.  When  and  where  would  it  be  best  to  go  with  one  of  them? 

13.  Do  you  always  know  what  is  best  to  do  when  they  are  yet  out? 

14.  Do  you  think  we  would  yet  do  much  beyond  what  he  will  do? 

15.  What  would  you  think  was  the  area  of  Ohio  and  Iowa? 

16.  Would  you  go  if  you  were  with  me?     Where  were  you  to-day? 

1 7.  We  were  yet  beyond,  but  ye  were  so  long  away. 


48  The  American  Standard  System 

LESSON    XIII. 

HALVING  TO   EXPRESS   T  OR   D. 

§  I.  Make  any  straight  stem  half  its  length  to  add  t  or  d  when  the  /  or 
</is  not  followed  by  a  vowel;  thus,  y~  aptly,  <^  robbed.  See  line  i. 

§  2.  When  /  or  d  is  added  to  a  curve  stem,  it  is  simply  made  shorter 
and  just  as  perfect  as  though  it  were  full  length;  thus,  V;  fade,  /^  late. 
See  line  2. 

§  3.  As  Ing,  Wa,  Ya,  and  Emp  are  never  halved,  a  distinction  can  be 
made  between  the  expression  of  t  or  d  in  halving  En,  El,  Er,  Em  by 
a  light  sign  representing  t  and  a  heavy  one  d,  in  words  containing  these 
letters,  and  this  principle  does  not  apply  to  any  other  letters  in  adding  d ; 
thus,  /r  late,  f?  laid,  "J\  art,  ~\  aired,  /^\  mate,  /y.  maid,  .  ^  neat, 
^  need.  These  four  letters  are  the  same  on  which  the  if-hook  is  written, 
except  that  the  downward  r  is  used  in  this  case  instead  of  Ra. 

NOTE.  —  No  confusion  results  by  not  making  a  distinction  between  the  representa- 
tion of  t  and  d  in  all  the  other  letters,  or  in  the  following  class  of  words  where  it  would 
be  difficult  or  impossible  to  shade  the  stem,  owing  to  its  being  made  upward;  thus, 

xto    wrestled,    T£~  muzzled,     *C   wield. 

§  4.  The  half-length  stem  for  //  is  written  according  to  the  same  rule  as 
the  full-length  upward  /,  while  the  half-length  for  Id  must  be  made  down- 
ward, so  it  can  be  shaded,  and  thus  show  the  difference  between  It  and  Id. 
See  line  4. 

§  5.  Upward  r,  unless  hooked,  is  never  halved  in  words  of  one  syllable; 
hence  the  following  class  of  words  must  be  written  with  full-length  stems. 
See  line  10. 

§  6.  When  a  vowel  follows  /  or  d,  or  two  vowels  immediately  precede 
the  sound  of  I  or  d,  the  halving  principle  cannot  be  employed,  because  the 
vowels  could  not  be  expressed,  and  such  forms  would  tend  to  illegibility. 
See  line  II. 

§  7.  A  distinction  is  made  between  the  expression  of  t  and  d  in  words 
where  the  consonant  immediately  preceding  the  t  or  d  sound  is  also  pre- 
ceded and  followed  by  a  vowel,  by  halving  fur  the  t  and  representing  the  d 

with  the  stem  sign;  thus,    V/arro/1,  \/\  parried,  x-v--  merit, 
ried.     See  line  12. 


Of  Pitman  Phonography.  49 

§  8.  The  .W-loop  is  never  used  at  the  beginning  of  a  half-length  straight 
stem,  because  the  form  would  be  so  small  as  to  be  illegible  in  rapid  writ- 
ing. Words  of  this  class  should,  therefore,  be  written  thus:  \  step, 

v  stepped,    <^-     stake,    [•_  staked. 

§  9.  The  final  circle  or  loop  on  halved  stems  always  reads  last;  thus, 
XQ  pets,  -^j,  sifts,  .^  midst,  {,'  didst. 

§  10.  The  superlative  degree  of  certain  adjectives  can  be  expressed  by 
the  loop;  thus,  (?  late,  f?  latest,  ^~~\^  smart,  6~~\?  smartest. 

§11.  In  writing  very  long  words  or  preserving  the  analogy  between 
primitives  and  derivatives,  it  is  allowable  to  disjoin  the  last  syllable  and 
lap  the  parts  of  the  words  in  the  following  manner:  \.  beatitudes, 

I  \  "N  . 

v|_.    didactic,    <_p  badness,  \_^P  remittance.     See  line  13. 

§  12.  The  halving  principle  must  be  sparingly  used,  and  never  employed 
where  there  would  be  doubt  or  uncertainty  as  to  whether  it  was  intended 
or  not,  and  especially  where  there  is  no  angle  or  clear  distinction  at  the 
point  of  junction  between  two  consonants  where  it  would  be  employed. 
For  this  reason  words  similar  to  the  following  cannot  be  written  with  a 
half-length.  See  line  14. 

ILLUSTRATIONS  AND   READING  EXERCISE. 

/.A    .  Y      r      r      /•     <      -^    -     -, 

2.  *,  £          V£        'Vc  v          O  *        £v 


L      L      A 


/  \  a  >i  >-  c<  .^- 

V   V     .&     ^"  /^    C 


The  American  Standard  System 


§  13.  The  rules  already  given  in  Lesson  III.  for  the  uses  of  El  and  La 
apply  to  the  simple  /-stem  when  not  preceded  or  followed  by  another 
modified  consonant.  Observe  the  following  directions: 

§  14.  Write  downward  /  when  followed  by  j-circle  and  n  or  ng  in  primi- 
tive words;  thus,  Q^  licensed,  £\  Lossing. 

§  15.  Write  upward  /in  derivative  words  if  La  is  used  in  the  primitives; 
thus,  f****9  looseness,  ^rN-^  sinlessness. 


§  16.   Write  downward  /  when  it  immediately  follows  a  half-length  n; 
thus,  f    neatly,  6(     silently. 


§  17.    Some  stenographers  violate  the  principle   of  writing  a  deriva- 
tive in  analogy  with  its  primitive  by  using  downward  /  in  words  like 

^_9  looseness,  and  upward  /  in  <v_/  neatly,  and  .^/^°  needless,  because 
the  first  gives  an  easier  junction  between  stems,  and  the  last  shows  a  fol- 
lowing vowel  after  /.  These  directions  are  given  that  the  student  may 
determine  the  easiest  way  for  him  or  her  to  make  the  different  combina? 
tions  of  these  letters  and  practice  the  way  that  suits  him  best.  An  unim< 
portant  point  of  theory  may  be  sacrificed  at  any  time  to  gain  greatei 
speed  and  legibility,  though  it  will  hardly  be  found  necessary  in  using  this 
system  to  do  even  this,  as  it  is  prepared  for  practical  purposes  and  not 
to  sustain  mere  principles  of  theory,  as  is  the  case  in  some  text-books. 


Of  Pitman  Phonography.  5 1 

WRITING   EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  should  write  lines  2,  5,  8,  10, 14,  17,  19,  20,  25. 
27  for  mail  instruction. 

1.  Scott,  skate,  sacked,  sucked,  cats,  cots,  coats,  chats,  pits, 

2.  Squad,  spite,  fights,  fates,  fades,  fits,  feuds,  totes,  evades, 

3.  Spouts,  lights,  saint,  slate,  slit,  slats,  slates,  slight,  salt,  nets, 

4.  Mates,  smuts;  skipped,  sneaked,  snapped,  snubbed,  exult, 

5.  Gasped,  picked,  poked,  packed,  obviate,  ticked,  tucked, 

6.  Tacked,  checked,  joked,  invite,  indict,  repeat,  repute,  cadet, 

7.  Cupid,  tapped,  tipped,  tepid,  decked,  edict,  ditched,  dodged, 

8.  Dogged,  dabbed,  adept,  dipped,  depute,  befit,  shaped,  shaft, 

9.  Unfit,  envied,  latched,  lodged,  eloped,  laughed,  loft,  elevate, 

10.  Loved,  rebate,  rebut,  robed,  robbed,  inhabit,  rushed,  -hashed, 

11.  Descent,  decent,  tasked,  despot,  dispute,  basket,  deceived, 

12.  Bestowed,  absent,  musket,  lisped,  respite,  dismayed,  gashed, 

13.  Ignite,  admit,  dilate,  eject,  booked,  bigot,  catnip,  kidnapped, 

14.  Dotage,  beautify,  bottom,  codify,  kidney,  potato,  vital,  abrupt, 

15.  Factotum,  fatal,  politely,  cutlet,  beautified,  rectitude, 

16.  Rectified,  petrified,  mitigate,  sketched,  slapped,  slipped, 

17.  Searched,  casket,  accent;   nod,  nude,  mad,  mode,  mud,  mid, 

18.  Mood,  laid,  lied,  ailed,  aired,  erode,  arrayed;   sand,  sound, 

19.  Snowed,  sinned,  thumbed,  slid,  soiled,  slayed,  erred,  sealed, 

20.  Irate,  soured,  soared,  seared,  sired,  stared,  starred,  stored, 

21.  Stirred,  steered,  stalled,  styled,  steeled,  stilled,  calmed, 

22.  Coiled,  combed,  tamed,  timid,  damned,  dammed,  deemed, 

23.  Doomed,  dulled,  doled,  adored,  chimed,  jammed,  boomer!, 

24.  Shamed,  shammed,  assumed,  famed,  fumed,  armed,  rammed, 

25.  Rimmed,  rhymed,  roamed,  meddle,  medicate,  modulate, 

26.  Skimmed,  schemed,  chiseled,  jostled,  poisoned,  resigned, 

27.  Resound,  rescind,  unlead,  inlaid,  annulled,  mailed,  milled. 


The  American  Standard  System 


ABBREVIATIONS  —  HALF-LENGTHS. 

Put 

>w<       need 

a^r^.   certain 

"^      bad 
-^--X   about 

"*»(.  under,  hand,  hundred 
..S^.__  sent,  cent 

\^/\/  purport 

„??.--  between 

./«V.  report 

1           did,  deed 
—  I....   debt,  date 
1    doubt 

»..N^_._  seno. 

want,  wind 
.^/.  went,  wont 

../L^-  received 
£.„  stood,  stayed 

f 

_.^f._  understood 

...JL..  deduct 

........  wild 

._/!.-  withhold,  withheld 

—  1  detect 

..juf...  word 
.Jb  —  after 

fTv^x  sometime,  sametime 
g^s-2  sentence 

caught 
__„____  could 

.™...  bitter 

..v^..  intent 

~~  act 

._v"*"/    intend 

—  .        God,  got 

.^i^..  better 

SiS_£  intense 

-....«  get,  good 

,..„_.  yield 

f 

£„....  hazard 

„  thought 

.  Y...  until 

jO/..  merit 

<      that 

little 

j^3..  meritorious 

_.?.._  East 

S       lately 

..-£...  absurd 

r     Mght 

...^C...  write 

moderate 

•^        Lord,  read 

^^"^  written 

.....fr.  execute,  exact 
lead 

y 

"S  yard 

.  writing 

.  ^\_  might,  meet 

^~~*/    astonish-ed  ment 

^c^    3.sccrt3.inccl 

^       immediate-ly 
,...jf\  made 

.,       not 

}      establish-ed-ment 

"NT 

37^_  except,  expect 

-J-...  detail 
..^_  compelled 

^"^            f   *-»   f^ 

.1  P,_  annent-s-ance 

..    arrnimfr 

§  1 8.   Derivative  abbreviations  may  be  formed  by  employing  the  halving 

principle;    thus,      \   pay,     \   paid,         ~J   acknowledged,     ..^..    viewed, 

.....  tased,    ......  -wished,   ~J-  issued,    ^  aimed,    ~w  owned,     /.  asked, 

U>_  timed,     ^5^.  inward,     ^    onward,    J  detailed. 


Of  Pitman  Phonography.  53 


WRITING   EXERCISE   ON    HALF-LENGTH   ABBREVIATIONS. 

1.  Put  about  that  immediately,  and  let  the  Lord  lead  you  if  bad. 

2.  Doubt  not  the  word  of  God.     I  went  wild  with  astonishment. 

3.  Better  a  hundred  times  establish  the  hand  under  the  deed. 

4.  I  intend  to  execute  that  absurd  deed  with  exactness  in  the  yard. 

5.  Detect  him  in  the  act  and  send  me  word  with  certainty. 

6.  That  was  a  bad  debt,  no  duubt.     Put  about,  write,  or  send  word. 

7.  That  is  the  old  purport  of  the  report  received  about  the  debt. 

8.  I  expect  to  accept  that  moderate  sum  immediately  after  date. 

9.  Better  deduct  a  cent.     He  got  a  light  sentence  after  that. 

10.  At  the  same  time,  the  report  was  received  with  astonishment. 

11.  It  was  so  absurd  it  could  not  be  understood  for  some  time. 

12.  He  stayed  some  time  with  intent  to  detect  its  merits  if  he  could. 

13.  Except  you  understood  the  intent  of  his  thought,  it  is  absurd. 

14.  Let  your  thought  be  light.     Yield,  if  compelled,  little  by  little. 

15.  He  went  East  but  never  made  a  cent.     That  is  between  us. 

16.  A  hundred  want  the  purport  of  the  writing  understood. 

17.  It  is  certain  he  lately  went  under  for  a  hundred  thousand. 

1 8.  I  won't  go  until  I  want  to.     I  shall  merit,  no  doubt,  all  I  get. 

19.  He  won't  need  to  go  under  now.     It  will  net  him  a  hundred. 

20.  Read,  write,  and  accept  but  little.     Let  him  be  intense. 

21.  The  sentence  was  intensely  absurd.     Withhold  nothing,  O  Lord. 

22.  Sentence  was  stayed  for  some  time.     He  stood  within  a  yard. 

23.  What  you  write  is  sent  written  in  a  good  handwriting. 

24.  A  meritorious  act  to  hazard  reports  written  and  withheld. 

25.  Take  the  lead  and  execute  the  good  act,  but  be  moderate. 

26.  How  absurd  to  think  what  he  did  intend  if  established. 

27.  We  expect  he  will  accept.     He  stood  in  the  light  and  the  wind. 

28.  He  might  detect  it  and  deduct  what  you  caught  in  the  yard. 

29.  I  was  astonished  he  ascertained  what  was  between  us. 

30.  He  was  compelled  to  execute  the  act  on  account  of  the  note. 

31.  The  establishment  withheld  it  until  lately  with  astonishment. 

32.  He  was  bitter  the  date  he  got  the  deed  written  and  was  caught. 

33.  Did  he  expect  the  note  withheld  at  the  immediate  time  sent  ? 

34.  The  old  bitter  report  was  withheld  and  stayed  the  acceptance. 

35.  I  ascertained  the  details  of  the  account  exactly  to  a  cent. 

36.  It  led  to  an  immediate  need  and  established  the  old  want. 
37. .  Establish  the  lead  and  compel  astonishment  in  the  old  world. 


54  The  American  Standard  System 

LESSON    XIV. 

ED-TICK. 

§  I.  This  is  a  new  principle,  introduced  into  phonography  for  the  first 
time  in  this  text-book.  It  has  been  commended  more  by  professional 
stenographers  than  any  other  one  principle  used  in  the  art,  and  has  been 
widely  copied  in  other  text-books,  because  it  rids  the  system  of  hundreds 
of  arbitrary  characters. 

§  2.  It  can  be  used  in  any  connection  and  upon  any  stem  or  combina- 
tion to  represent  the  syllable  expressed  by  ed, 

§  3.  There  is  little  need  to  observe  any  directions  for  writing  it,  the 
general  rule  being  to  make  it  in  a  perpendicular  or  horizontal  direction, 
when  convenient,  as  in  ^  fated,  \^  doted.  See  line  I. 

§  4.  To  secure  undoubted  legibility,  and  prevent  conflict  with  other 
principles  that  are  similar,  it  is  best  to  always  write  it  downward  after  «  or 
ng,  and  upward  after  m  and  /;  thus,  /M  nodded,  \^^n  winged,  /?<  mated. 
•^  salted.  See  line  2.  • 

§  5.  In  all  other  combinations  write  the  Ed-tick  in  the  direction  to 
give  the  sharpest  angle  at  the  point  of  junction;  thus,  ^^  posted, 
^f*  rested.  See  line  3. 

§  6.   It  is  also  used  in  certain  cases  to  avoid  employing   the   halving 

principle,  where   halving  would  lead  to  a  doubtful   form;    thus, 
imitated.     See  line  4. 

§  7.  In  some  instances  it  may  be  used  to  represent  simple  d  to  preserve 
the  primitive  form  of  a  word;  thus,  >s\v  bolstered.  Line  5. 


ILLUSTRATIONS  AND   READING   EXERCISE. 

7.    ^      -v!,        ^        x,       Y     L-       •*-      V 


2.    ^          <£          e^         /-^ 

*•-*    H,     k-      If 

*      t    -i 


Of  Pitman  Phonography.  55 

WRITING   EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  may  write  all  of  the  words  in  the  following 
exercise  in  a  lesson  by  mail: 

1.  Repeated,  unfitted,  spotted,  hunted,  mitigated,  palliated, 

2.  Retaliated,  assimilated,  bigoted,  shifted,  folded,  unpolluted, 

3.  Unfaded,  invaded,  molded,  erected,  elevated,  refuted, 

4.  Coveted,  renovated,  hinted,  dictated,  tabulated,  dejected, 

5.  Depicted,  mutilated,  sounded,  slighted,  waited,  weeded, 

6.  Studied,  exhausted,  imitated,  animated,  reseated,  evacuated, 

7.  Meditated,  sainted,  resented,  scented,  vested,  rusted,  posted, 

8.  Elicited,  unsifted,  mismated,  resounded,  rescinded,  hesitated, 

9.  Rewarded,  belated,  wasted,  incited. 

ABBREVIATIONS  —  ED-TICK  SIGNS. 

L     L  Awe,d  v^X- referred 
-•=-  owed 

,        — ^|.._  objected 
....^-_.  subjected 

..-^.yielded 

assisted 

...•/...  loaded  s~-\ 

\/^^  ,  /—  -X  lowered 

.> belonged 

§  8.    Derivative   abbreviations  may  be  formed  by  adding  the  Ed-tick 

to  primitive  words;  thus,  *^*f?-  undoubtedly,  ^._  needed,  /\/l  reported,. 

^^._  intended,     \^j  longed.  , 

WRITING   EXERCISES  ON  THE  ED-TICK  ABBREVIATIONS. 

1.  He  yielded  when  subjected  and  objected  to-be  assisted. 

2.  The  party  named  neglected  to  master  the  best  as  suggested. 

3.  Though  reported  as  loaded  it  belonged  to  him  and  was  neglected. 

4.  He  neglected  to  pay  what  he  owed  and  lowered  the  sum. 

5.  Though  awed,  he  yielded  and  named  what  he  had  reported. 

6.  He  belonged  to-the  family  referred  to  as  so  much  neglected. 

7.  He  objected  and  doubted  the  indebtedness  named  as  owed. 

8.  He  intended  to  pay  the  needed  sum  named  but  neglected  it. 

9.  He  longed  to-be  reported  and  was  undoubtedly  referred  to. 

10.  We  know  why  he  objected  and  adjusted  it  as  suggested. 

11.  He  objected  but  yielded  and  paid  the  indebtedness. 


56  The  American  Standard  System 

LESSON    XV. 

HOOKS   FOR   L   AND   R. 

§  I.  When  the  sound  of  /  immediately  follows  another  consonant, 
so  the  two  are  spoken  together,  it  may  be  expressed  by  a  small  initial 
hook  written  at  the  beginning  of  a  stem,  following  the  rule  of  the  j-circle 
in  being  placed  on  the  right  side  of  perpendicular  and  inclined  stems 
and  on  the  upper  side  of  horizontal  straight  stems;  thus,  \  //,  ^  bl, 

\   tl,     f   dl,     f  chl,     f  jl,     c__  kl,     c—  gl. 

§  2.  The  above  rule  for  writing  the  /-hook  on  the  straight  stems  applies 
also  to  the  following  curves  with  what  may  appear  to  be  an  exception  in 
shl  and  z/il;  but  bearing  in  mind  that  /  is  always  initial  and  that  these 
letters  when  /  is  attached  to  them  are  made  with  the  same  motion  of  the 
pen  as  in  writing  kl  and  gl  the  apparent  exception  will  disappear;  thus, 

^  »/,     (  thl,     C  dhl>     <J  M>     *J  zhl- 


§  3.  An  exception,  however,  does  occur  in  the  formation  of  the  /-hook 
on  m  and  n,  which  are  the  only  other  curve  signs  on  which  the  /-hook  is 
used.  In  this  case  the  hook  is  made  large  to  distinguish  it  from  w,  as 
explained  in  Lesson  XL;  thus,  <^~~^  ml,  <*_/  n^  C~^  wm>  ^-^  wn- 

§  4.  Two  of  the  straight  stems  are  also  subject  to  the  same  exception 
in  the  size  of  the  hook,  in  order  that  /  may  be  distinguished  from  the 
w-hook  on  r,  and  simple  h  distinguished  from  hi;  thus,  (^^  rl,  <^  hi, 
^s  f»r,  ^  h. 

§  5.  There  is  no  advantage  to  be  derived  from  the  use  of  an  /-hook  on 
s,  2,  /,  Er,  ng,  w,  and  y,  and,  therefore,  the  /-hook  is  never  used  upon 
these  consonants,  the  illustrations  already  given  showing  all  the  stems  on 
which  an  /-hook  is  employed. 

§  6.  The  'motion  of  the  hand  in  forming  the  /-hook  is  the  same  on  all 
the  stems  but  two;  namely,  m  and  h,  in  which  case  the  movement  is 
exactly  reversed.  Examine  the  following  : 


<\       J   -c   ^_ 

Plea,   flee,   addle,  Ethel,    fickle,     bushel,  panel,   barrel,   animal,  helm 
See  illustrations,  lines  I  to  5. 


Of  Pitman  Phonography.  57 

§  7.  The  joinings  of  certain  consonants  preclude  the  possibility  of 
making  legible  outlines  in  using  hooks,  and  therefore  such  words  must 
be  written  with  full  consonant  stems,  such  as  riddle,  rattle,  and  hotel, 
Practice  on  line  15  of  the  writing  exercise  on  words. 

ILLUSTRATIONS  AND   READING   EXERCISE. 

§  8.  The  student  should  read  and  transcribe  this  exercise  in  connection 
with  studying  the  principles  presented  above. 


§  9.  A  common  error  with  students  is  that  of  transposing  the  final  st 
letters  of  words  and  confusing  the  halving  principle  with  the  jAloop  repre- 
sentation. The  halving  principle  reads  exactly  the  reverse,  the  t  occur- 
ring before  the  s,  forming  ts  and  not  st.  Compare  the  following  words  : 
•^  pla-ts,  *^  pla-ced  (>/),  <$>  fiee-ts,  *^  flee-ced  (si).  The  student 
will  thus  often  write  a  half-length  stem  with  j-circle  for  words  that  should 
terminate  with  .rf-loop  on  a  full-length  stem.  If  it  be  remembered  that 
a  final  s,  whether  on  a  half-length  or  full-length  stem,  always  reads  last, 
such  errors  would  not  occur.  Examine  the  following  words  :  \o  applause, 
<£,  applau-ds,  \  —  °  clause,  f-°  do-ds. 

WRITING   EXERCISE  ON  THE  /--HOOK. 

1.  Play,  plow,  blow,  blaze,  clay,  clothes,  glaze,  glass,  fly,  flow, 

2.  Fleece,  fleeces,  fleeced,  claw,  cloy,  clew,  glow,  glee,  glue; 

3.  Couple,  cable,  giggle,  gable,  tackle,  tickle,  table,  stable, 

4.  Dabble,  double,  chapel,  joggle,  juggle,  goggle,  pickle,  peddle, 


8  The  American  Standard  System 

5.  Papal,  pupil,  buckle,  battle,  bottle,  beetle,  Bible,  baffle,  bevel, 

6.  Bethel,  shuffle,  fickle,  fiddle,  feeble,  vocal,  uncle,  ankle, 

7.  Angle,  nibble,  noble,  maple,  label;   peopled,  pickled,  buckled, 

8.  Tickled,  tumbled,  dissembled,  angled,  peddled,  haggled, 

9.  Tackled,  tablet,  dabbled,  joggled,  paddled,  shoveled,  fabled, 

10.  Knuckled,  nibbled,  muddled,  libeled,  labeled,  hobbled;   clash, 

11.  Claim,  gloom,  glare,  bleach,  club,  cloth,  clothe;   plaster, 

12.  Blister,  cloister,   cluster,  bluster;    official,  bushel,  facial,  uncial; 

13.  Tunnel,  spinal,  channel,  final,  flannel,  penal,  kennel,   fennel, 

14.  Funnel,  venal;  enamel,  animal,  camel;   choral,  floral,  rural, 

15.  Plural,  spiral;   retail,  rattle,  riddle,  huddle,  cattle,  cuddle, 

16.  Cattle,  kettle,  cudgel. 


L-HOOK.  ABBREVIATIONS. 


_L 
_P.. 
...r.... 

!L 

JL 


able,  ably 
till,  tell 
at  all 
told 

deal 
deliver-y 

children 

call,  equal-ly 
,clerk 

collect-ed 
final-ly 

hold,  held 
oblige 

feel,  fill,  fall 
fail,  fell 
full-ly,  fool 

evil 

avail 

value 


.^^. 


-"•..i.     million 


female 
clear 

guilt-y 
glad 

initial,  influential 

politics 

relinquish-ed-ment 

real-ly 
rule 

heal,  hall 
hale,  hail 
whole 

only 
falsehood 

calculate 

miscalculate 

melancholy 


Of  Pitman  Phonography.  59 

§  10.   Derivative  abbreviations  may  be  formed  from  any  of  the  above  by 
attaching  any  stem  or  modification  that  will  add  the  required  syllable  to 

make  the  derivative  word;   thus,   .^T.  realize,  y-/^-  ruler,  ^~c/  enroll, 
Xl   upheld,  ^~  failed,  -r^A-  ruled. 

WRITING   EXERCISE  ON   THE  £-HOOK  ABBREVIATIONS, 

1.  The  clerk  collected  the  full  value  of  the  million. 

2.  The  children  were  real  glad  finally  to  deliver  the  whole. 

3.  The  hall  was  delivered  and  final  value  collected  as  intended. 

4.  The  melancholy  fool  failed  to  avail  himself  of  the  rule. 

5.  The  guilty  fool  finally  relinquished  his  hold  on  politics. 

6.  He  failed  to  clear  himself  of  the  only  falsehood  told. 

7.  The  whole  was  collected  by  an  influential  female  and  delivered. 

8.  I'm  glad  he  feels  fully  equal  to  the  female  in  politics. 

9.  They  miscalculate  the  melancholy  effect  of  the  exact  evil. 

10.  Oblige  the  children  to  hold,  collect,  and  deliver  its  value. 

11.  Do  not  miscalculate  the  effect  of  the  clerk's  intent  and  guilt. 

12.  He  filled  the  fool  full  and  healed  the  melancholy  female. 

13.  The  falsehoods  were  calculated  to  avail  nothing  good. 

14.  He  was  fully  able  and  glad  to  relinquish  hold  on  the  world. 

15.  Do  not  fail  to  make  the  delivery  and  collect  the  million. 

16.  He  failed  and  was  obliged  to  relinquish  the  million  received. 

17.  I'm  glad  he  cleared  himself  of  guilt  and  falsehood  on  the  deal. 

1 8.  Only  tell  him  how  hale  he  is  and  he'll  feel  equal  to  the  call. 

19.  He  really  saw  the  fall  and  only  hopes  to  heal  the  whole. 

20.  Oblige  him  and  make  a  clear  deal  for  the  final  delivery. 

21.  I'm  glad  to  calculate  the  final  evil  and  hazard  all. 

22.  Tell  him  the  whole  and  that  I  will  collect  the  account. 

23.  Till  cleared  of  the  final  charge  it  will  avail  nothing. 

24.  He  fell  and  the  fall  was  a  bad  one  but  upheld  the  ruler. 

25.  He  realized  that  he  had  failed  to  enroll  the  ruler. 

26.  The  guilty  fool,  led  to  account  for  his  deed,  got  six  months. 

27.  He  could  not  realize  while  guilty  that  God  was  good. 

28.  It  was  the  initial  of  his  influential  name  that  led  to  it. 

29.  We  told  them  to  calculate  on  the  female  of  the  family. 

30.  They  were  obliged  to  enroll  and  hold  the  name. 


60  The  American  Standard  System 

.R-HOOK. 

§11.  When  r  immediately  follows  another  consonant,  it  is  represented 
by  a  small  initial  hook  written  on  the  opposite  side  of  the  stem  from  the 

/-hook ;   thus,     X  pr,     \  br,     \  tr,     \  dr,     /chr,  /  jr,  c —  kr,  <^—  gr. 
§  12.    In  the  use  of  the  r-hook  on  the  curves  there  is  an  apparent  irregu- 
larity; but  in  two  particulars  there  is  consistency  and  analogy  throughout; 
namely,  in  the  size  of  the  hook  (being  small),  and  conforming  to  the  left 

or  lower  side  of  the  steins  whether  curved  or  straight;  thus,  /  chr,  JJ  shr, 
/  jr,  J  zhr. 

§13.  The  r-hook  on  other  curves  is  made  thus:  c>\  fr,  e"*^  vr, 
*)  thrt  )  dhr. 

§  14.  The  r-hook,  like  the  /-hook,  would  be  a  waste  of  stenographic 
material  if  used  on  the  stems  for  s,  z,  downward  r,  ng,  -w,  and  y,  therefore 
fr  cannot  be  mistaken  for  rr,  nor  vr  for  wr,  nor  thr  for  sr,  nor  dhr  for  zrt 
as  the  following  illustrations  will  show : 

\  pr,        \  fr,  rr  being  written  thus :   rr  ^^x      or    ~\/    or    ^^ 

N  br,  *  -vr,  wr  being  written  thus :  wr     ^-x     or 

I  tr,  )  thr,  sr  being  written  thus :  sr  2     or   J^ 

\  dr,  )  dhr,  zr  being  written  thus:  zr   )     or     )/ 

These  four  curve  signs  are  called  turned-over  letters,  and  they  are  used 
in  this  manner  so  as  to  be  consistent  in  keeping  the  r-hook  on  the  left  side 
of  inclined  and  upright  stems,  and  to  appropriate  all  the  stenographic 
material  to  the  best  use. 

§  15.  Two  of  the  curve  stems  are  subject  to  an  exception  that  TV  may  be 
distinguished  from  ronmand  w,  by  shading  them;  thus,  '"^  mr,  o^  nr, 
which,  if  not  shaded,  would  be  read  for  wm  - — -  and  wn  <:~~^.  The 
^-stem  is  also  slightly  shaded  to  add  r  and  distinguish  simple  h  from  hr ; 
thus,  t^-"  h,  f^"  hr,  R  is  also  distinguished  from  iv  on  /  by  enlarging  the 
hook;  thus,  £  wl,  (_,  /;-.  Ler  is  never  halved. 

§  1 6.  Observe  that  the  r-hook  is  made  by  the  same  motion  of  the  pen 
on  all  the  stems  but  two;  namely,  n  and  /,  and  on  h  the  stem  is  simply 
shaded  to  indicate  that  r  is  combined  with  the  //;  thus, 

<\y  v^  I  )          vl         v/         c —          <r^x          <_^          _^~ 

pry,       fry,       tree,   three,  eider,  either,    eager,     Omer,     inner,       color. 


Of  Pitman  Phonography,  6i 

§  17.  Heavy  up-strokes  like  zhl  and  hr  are  very  slightly,  if  at  all, 
shaded  in  practice,  especially  when  they  occur  in  combination  with  other 
stems. 

§  1 8.    Ha  is  never  halved  unless  modified  by  /or  r. 

§  19.    Rel  is  never  halved. 

§  20.  The  hooks  are  never  used  in  short  words  and  seldom  in  long  ones, 
if  they  are  not  so  closely  connected  with  the  stem  to  which  ,they.  are 
attached  as  to  make  the  two  consonants  sound  as  though  combined  into 

one.     To  illustrate :   <~\~ N  frame,       ^-^_    farm,    ^  plea,   N/'"  peel, 

J\  able,  V^~  bill,  °^  phrase,  fc  force.  See  line  8  of  the  illus- 
trations and  Chapter  XXI.,  on  Syllabication,  in  Part  II.,  Text-book  pf 
Phonography. 

§  21.  Pasture,  fracture,  feature,  question,  and  words  of  this  class  are 
not  so  conveniently,  quickly,  or  legibly  represented  in  phonography  by 
their  correct  dictionary  pronunciation  as  to  write  them  according  to  the 
popular  pronunciation  and  as  though  spelled  pasckur,  frakchur,  fe'achur, 
queschen.  See  the  reading  and  writing  exercises  for  our  method  of  writing 
these  words. 

§  22.  It  occasionally  occurs  that  a  pupil  would  hesitate  between  the 
employment  of  what  would  seem  to  be  a  conflict  of  principles  in  writing 
certain  words,  as  for  instance,  whether  to  make  a  half-length  in  writing 
battle  or  to  use  t  with  the  /-hook;  and  the  student  might  think  that  the 
hooking  principle  should  be  employed  in  writing  such  words  as  nettle, 
noddle,  etc.,  but  this  doubt  can  only  arise  in  the  absence  of  the  knowledge 
of  writing  primitive  and  derivative  words  in  analogy,  or  of  a  failure  to 
understand  the  principle  of  syllabication.  Words  like  battle,  bottle,  tattle, 
total,  etc.,  are  written  with  full-length  stems  and  an  /-hook  in  accordance 
with  the  principle  of  syllabication;  and  words  like  nettle  and  noddle  are 
written  by  the  principle  of  syllabication  or  analogy.  Thus,  net  would  be  a 
half-length,  and  nettle  would  therefore  require  the  addition  of  the  /-stem; 
the  same  with  noddle,  being  written  in  analogy  with  its '  primitive  nod. 
See  Chapter  xxi.  in  Part  II.,  Text-book  of  Phonography. 

§  23.  In  some  joinings  it  is  impossible  to  make  perfect  hooks.  It  is, 
therefore,  important  for  the  student  to  understand  that  it  is  only  necessary 
to  make  what  is  called  an  offset  instead  of  a  hook,  and  that  no  attempt 
need  be  made  to  form  a  perfect  hook.  The  /  and  r  hook  offsets  are 
made  by  running  back  far  enough  on  the  first  stem  to  form  the  hook 
for  the  second ;  thus,  //\  ripple,  /  cheaper,  — JL  ,  color. 


62  The  American  Standard  System 

ILLUSTRATIONS  AND   READING   EXERCISE. 


r  \ 


D-  3- 


3. 

5. 
6. 


\,   X  V 


WRITING   EXERCISE  ON   THE   JZ-HOOK. 

INSTRUCTIONS  BV  MAIL.  —  The  student  should  write  lines  2,  6,  8,  10,  13,  14,  16,  f" 
mail  instruction. 

1.  Pray,  pry,  brow,  tree,  eater,  try,  tray,  odor;   price,  prized, 

2.  Breeze,  braced,  trace,  draws;   crust,  crazed,  grist,  graced, 

3.  Graces,  grasses,  process;   prop,  prime,  probe,  preach,  brick, 

4.  Brag,  broom,  bridge,  brim,  breath,  breathe,  break,  bring, 

5.  Trip,  tribe,  trick,  track,  trim,  drug,  dream,  droll,  creep, 

6.  Crape,  croup,  grim,  grab,  growl;  paper,  pauper,  taper, 

7.  Dipper,  cheaper,  jobber,  keeper,  caper,  copper,  gutter,  vigor, 

8.  Vapor,  entry,  sentry,  pitcher,  major,  ledger,  degree,  measure; 

9.  Draggle,  prattle,  brittle,  blacker;   tapered,  degrade,  powdered, 

10.  Papered,  beggared,  obtrude,  vibrate,  entreat,  labored, 

11.  Retreat,  hatred,  betrayed,  lectured;   free,  fry,  fray,  affray, 

12.  Threw,  throw,  fro,  loafer,  lever,  liver,  bather,  bother,  leather, 

13.  Gather,,  frock,  freak,  frail,  frog,  thrill,  throng,  sugar  (Sha), 

14.  Shaker,  shaver,  shiver,  shekel;   tenor,  Sumner,  collar, 

15.  Color,  scholar,  sheller,  Shayler,  fowler,  valor;   creature, 

1 6.  Fracture,  lecture,  picture,  badger,  capture,  rapture,  amateur, 

17.  Premature,  tincture,  juncture,  venture. 


Of  Pitman  Phonography. 


Jl-HOOK   ABBREVIATIONS. 


*\                      appear 

appeared,  opportunity 

—  ?\y--          practice,  practical 

\  «\               particular-ly 

*\          part 

_\^-         principle,  principal-ly 

<r-s             Mr.  mere,  remark 

Nproper-ly,  property 

.....  _cTx.-.  more 

.  ~                  member,  remember 
~~"    N         number,  brother 

£~s  humor 
•^--)     accuracy 

_]._.-']..         truth 

...J..-    charity 
sure 

true 

~<--J.   assure 

1^-x.          term 

-~xv  appropriate 

In                  doctor 
XJL           dear 
during 

...i...           danger 

_..J—    credit 
,<rr^i    current 
,.trr...    great 
.cr?v*  grant 

2              cheer 

........    ground 

_.:....  7.        chair 

accord-ance-ing-ly 

..*^..   near,  nor,  honor 

e~.r-:..    .            rared,  occurred 

^^ 

accurate 

.c.sL^.   manner 

'    ^    important-ance 

care,  occur 
—  -gj-n          cure,  accrue 

.<crf\.  impart-ed 

—^/^     ignorant 

correct 
c  character 

...£.—  heard,  hard 

^^^           aggregate 

.A^-  heretofore 

c-— 

.^.'..  hereafter 

-  -         agree 

Cx                      offer 

.,             hire,  higher 

A..         from 

„..£./?-    hear,  here,  her 
hair 

cX-vCN                form 
Y-Vrr^.CV^-  frame 

.?S~~  protect 
*\  ..  propose,  perhaps 

affirm 

NO 

!X:-  ?  prepare 

^      cv              over 
A....?^..  very,  every 

c-            regret 
^r       ...p~'-  regard 

aver 

«N 

i£~m,  record 

)        .          author,  three 

3 

..  —  .^.            through 

.......  short 

«         treat 

*)   <\                   either 

......I-  toward,  trade 

J.--^-              there,  their 

tX_  virtue-ous 

other 

64  The  American  Standard  System 

§  24.    Derivative  abbreviations  may  be  formed  from  any  of  the  above 
signs  by  attaching  any  stem  or  modification  that  will  add  the  required 

syllable  to  make  the  derivative  word;  thus,  _____  shortest,       T    .    assured, 
,*\  ...  prepared,  _eo  greatest,     .^.  humored,  _?___  regarded,      \     treated, 

^     towards,   •       practiced. 
~V 

WRITING  EXERCISE  ON   S-HOOK  ABBREVIATIONS. 

1.  The  principal  member  appeared  to  practice  according  to  form. 

2.  Either  affirm  the  proper  number  of  their  grant  or  write. 

3.  The  doctor  offered  to  cure  the  three  authors  properly. 

4.  Hereafter  as  heretofore  your  remarks  should  be  very  accurate. 

5.  His  accuracy  is  important  as  the  account  was  nearly  correct. 

6.  I  propose  to  protect  and  cure  the  hair  with  appropriate  care. 

7.  The  aggregate  of  the  whole  account-current  will  be  credited. 

8.  The  opportunity  to  prepare  a  short  treat  was  appropriate. 

9.  Humor,  with  truth,  accuracy,  and  character,  is  very  important. 

10.  He  will  agree  not  merely  to  go  through  but  over  every  danger. 

11.  I  hear,  my  dear,  that  during  danger  you  were  true  to  me. 

12.  Cheer  the  ignorant  and  impart  good  knowledge  particularly. 

13.  It  was  an  opportunity  to  be  heard  in  the  chair  of  honor. 

14.  The  principal  term  occurred  three  times,  he  was  heard  to  aver. 

15.  I  assure  you  that  there  are  others  yet  to  take  part. 

16.  I  regret  to  hear  that  her  record  and  manner  were  very  bad. 

17.  I  would  inform  you  that  he  affirms  the  chair  frame  is  good. 

18.  That  part  of  the  principle  appeared  to  be  important. 

19.  The  importance  of  trade  is,  perhaps,  virtually  acknowledged. 

20.  He  prepared  to  appropriate  the  purport  of  the  property. 

21.  A  current  of  humor  characterized  in  each  particular  member. 

22.  His  short  remark  was  a  treat,  nor  do  I  regard  it  with  regret. 

23.  That  part  of  the  credit  is  accurate  and  correct,  though  short. 

24.  Come  near,  in  accordance  with  the  virtue  of  your  offer. 

25.  I  grant  your  ground  that  the  honor  was  great  on  your  part. 

26.  It  is  important  to  be  less  ignorant  and  show  more  importance, 

27.  I  propose  to  appropriate  whatever  may  accrue  to  the  grant. 

28.  I  hear  he  agreed  to  hire  her  for  a  higher  sum  hereafter. 

29.  I  hear  doctor  cared  for  and  cured  the  author  on  the  ground. 

30.  Remember  to  cheer  each  brother  member  who  may  appear. 

31.  Great  things  will  accrue  there  from  the  doctor's  charity. 


Of  Pitman  Phonography.  65 


LESSON    XVI. 

5-CIRCLE   ON   L   AND   R   HOOKS. 

•  §  I.  The  student  has  already  learned  that  j-circle  is  made  on  the  right 
side  of  all  the  straight  stems  except  k,  g,  Ra,  and  Ha,  and  that  on  these  the 
motion  is  the  same  as  in  writing  it  on  the  other  stems,  but  it  brings  the 
circle  on  the  left  side  of  these  four  consonants.  This  leaves  the  opposite 
side  of  the  straight  stems  without  a  circle  till  we  come  to  this  lesson  and 
find  good  use  for  one  on  the  other  side  of  the  same  stems. 

§  2.  For  the  initial  sound  of  s  before  any  consonant  straight  stem  taking 
the  r-hook,  combine  the  two  with  a  circle  made  in  the  r-hook's  place; 
thus,  °^  pray,  \^  spray,  c  <  crew,  o~~<  screw.  See  lines  I  and  2. 

§  3.  When  r  occurs  between  consonants  written  in  different  directions, 
it  is  best  to  keep  the  circle  on  the  r-hook  side  of  the  second  stem  ;  thus, 

»v    Jasper,     L_  discreet.     See  line  3. 

§  4.  When  s  occurs  between  straight  stems  running  in  the  same  direc- 
tion, it  may  be  written  as  though  initial  upon  the  second  stem  as  described 

i  r  •    • 

in  §  2;   thus,    J    distress,    H  disaster,  '\.    execrable.     See  line  4. 

b  | 

§  5.   As  the  circle  for  simple  s  belongs  on  the  /-hook  side  of  straight 

stems,  the  circle  and  hook  must  both  be  shown  when  s  comes  in  combina- 
tion with  the  /-hook,  to  distinguish  simple  sp  from  spl;  thus;  \"  sp, 
\,  spl,  /\  supple,  *V  sable.  See  line  5. 

§  6.  The  same  principle  is  also  applied  in  writing  j-circle  between  stems 
on  the  /-hook,  whether  the  stems  are  written  in  the  same  direction  or  not, 
by  elongating  the  s  into  a  loop  for  convenience  in  joining  and  to  preserve 
legibility  in  outline,  the  .tf-loop  never  being  written  on  a  hook;  thus, 

~^f  explode,     •  '  G-i—s    N   exclaim. 

§  7.  In  certain  combinations  where  the  r-hook  occurs  between  stems 
the  s  is  shown  in  the  same  manner  as  when  on  the  /-hook ;  thus, 
__v  v  ~*~6\*  '  t 

^'     gossamer,     ^  vesture^  y-^,  extreme.     See  line  6. 

§  8.   Whenever  the  expression  of  t  in  a  loop  would  prevent  the  repre- 

1 

sentation  of  /  by   the   hook,  the  t  may  be  omitted  ;   thus,     \.  tasteful, 
\^ 
^p     boastful,     ^So.  breastplate. 


66  The  American  Standard  System 


SPECIAL  VOWELIZATION. 

§  9.  The  /and  r  hooks  are  intended  to  be  used  only  when  they  are  so 
closely  connected  with  the  consonant  to  which  they  are  attached  as  to 
make  the  two  consonants  sound  difthongal,  as  //  in  play  or  pr  in  pray  ; 
but  there  are  some  words  which  would  be  too  long  for  rapid  writing,  or 
awkward  in  their  joinings  if  stems  were  used,  in  which  case  the  vowel 
occurring  between  the  hook  and  stem  must  be  indicated  in  accordance 
with  one  of  the  following  rules  : 

RULE  XXVII.  —  Write  dash  vowels  to  be  read  between  a  stem  and  the 
I  or  r  hook,  through  the  stem  and  in  the  position  to  which  the  vowel 

belongs;   thus,    /     George,     j-i-o  course,      *    NQ     corpse.     See  line  7. 

RULE  XXVIII.  —  Make  dot  vowels  into  circles  and  write  them  before 
the  stem  if  the  vowel  is  long  ;  after  the  stem  if  the  vowel  is  short  ;  thus, 

line  8. 


shearer,     TL     tailor,      V"*     parcel,     \^-^.  film.     See  li 

RULE  XXIX.  —  The  extra  vowels,  difthongs  and  brief  w  and  y  may 
be  written  through  the  consonant  stem  ;  an  ellipse  being  used  for  the 
extra  vowels;  thus,  jr  shirk,  "*£~*%  nightmare,  ^~^  spitfire, 
^  n  figure,  {^P~  visual.  See  line  9. 


ILLUSTRATIONS   AND   READING   EXERCISE. 


<.    *  t 


Of  Pitman  Phonography.  67 

i-  >  ^ ..  \ 


WRITING    EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  should  write  lines  3,  5,  6,  8,  10,  12,  16,  and  19 
for  mail  instruction. 

1.  Spray,  strew,  sober,  cider,  supper,  supreme,  soprano,  strata, 

2.  Succor,  scrawl,  struggle,  straw,  streamed,  streamlet,  strangle, 

3.  Strangled,  strangler,  strut,  straight,  straighter,  sprout, 

4.  Sprayed,  spread,  strips,  stripes,  straps,  stretch,  struck, 

5.  String,  scribe,  scream,  scratch,  sister  ;   describe,  proscribe, 

6.  Subscribe,  day-spring,  disparage,  cheese-press,  obscure, 

7.  Disgrace;    prosper,  distressed,  outstrip,  outstretch,  distract, 

8.  Distress,  disaster,  execrable,  excrescence  ;   sable,  sidle,  saddle, 

9.  Satchel,  sickle,  cycle,  suckle  ;   classical,  crucible,  taxable, 

10.  Explore,  display,  displayed,  peaceable,  blissful,  plausible ; 

11.  Pastry,  pasture,  extreme,  gastric,  mixture,  fixture,  texture, 

12.  Vesture,  moisture,  posture,  frustrate,  lisper,  extract,  extra, 

13.  Mistrust,  orchestra,  passover,  gossamer,  Mesmer,  expressly, 

14.  Atmosphere,  trustful,  tasteful  ;   shearer,  parcel,  dark,  charm, 

15.  Marvelous,  garb,  carp,  barb,  Harvey,  barge,  lark,  torch, 

16.  Foraker,  fork,  curb,  turkey,  dirk,  dirge,  Hervey,  burst, 

17.  Church,  cursory,  courage,  curse,  vellum,  calcine,  paralyze, 

1 8.  Recourse,  unwholesome,  Germany,  shelf,  health,  inhale, 

19.  Visual,  procured,  recoil,  figure. 

SPEL  AND   SPER  ABBREVIATIONS. 

.....?..  surprise 

^  ex   sPirit ,  scare 

.--^  spread  jrr:^  secure 

£S...  separate  e___  sk;il 

•*™*T«£^:    scale 

school 


secured  "^cf     scarce 


68  The  American  Standard  System 

§  IO.   Derivative  abbreviations  may  be  formed  from  the  above  by  apply- 
ing any  principle  necessary  to  add   the   required  syllable  to   form   the 

derivative  word;    thus,   J__S    surprised,    ^O   surprises,    &=£- uarcefyt 
o^ 

.  spiritualized,  spiritualist,    ,^_  supplied. 


PRACTICE  EXERCISE  ON  THE   SPEL  AND   SPER  ABBREVIATIONS. 

1.  In  a  school  skill  is  supplied  to  secure  and  spread  great  virtue. 

2.  My  spirit  is  equal  but  skill  scarce  able  to  secure  a  school. 

3.  It  surprised  me  most  that  he  had  not  secured  the  spirits. 

4.  His  principle  was  to  make  a  high  scale  and  supply  skill. 

5.  He  was  surprised  by-the  spirit  and  purpose  of-the  school. 

6.  Spread  a  knowledge  of-the  secret  that  secured  the  skill. 

7.  I  was  surprised  at  his  stenographic  skill  and  accuracy. 

8.  It  appeared  to-be  a  secret  well  secured  and  sacred  though  absurd 

9.  His  humorous  spirit  spreads  its  character  everywhere. 

10.  He  secured  the  best  opportunity  to  see  the  schools  separate. 

11.  The  current,  to-be  sure,  was  scarce  enough  toward  trade. 

12.  I  credit  the  remark  more  and  more  as  the  secret  is  told. 

13.  What  other  surprises  are  you  sure  of  through  either  of  them? 

14.  I  assure  you  it  is  true  that  good  schools  are  scarce. 

15.  Mere  skill  is  not  enough  ;   accuracy  and  character  are  needed. 

16.  Though  each  school  is  separate,  the  aggregate  is  large. 

17.  Practice  to  remember  each  separate  number  for-the  doctor. 

18.  Secure  the  truth  for-the  author  at  any  hazard  hereafter. 

19.  Money  is  scarce  because  the  supply  is  short  in  trade. 

20.  The  character  of-the  scare  spread  a  spirit  of  surprise. 
'21.  I  propose  spirits  here  be  spiritualized  for  trade  only. 

22.  His  call  fell  short  of-the  purpose,  though  near  the  record. 

23.  Her  manner  and  purpose  surprised  me  beyond  everything. 

24.  My  dear,  take  care  of  your  skill,  for  such  is  scarce. 

25.  Skill  in  shorthand  gives  trade  to  many  a  brother's  school. 

26.  Perhaps  your  purpose  is  to  propose  and  prepare  a  spread. 

27.  The  record  of-the  school  is  scarcely  a  surprise  to  us. 

28.  Higher  pay  will,  it  is  sure,  secure  better  trade  next  month. 

29.  Who  cared  what  occurred  over  their  scare  and  surprise. 

30.  His  manner  nor  skill  were  not  the  same  nor  higher  now. 

31.  I'll  spread  the  secret,  though  sacred,  secured  and  scarce. 


Of  Pitman  PJionography.  69 

LESSON    XVII. 

HOOKS   FOR   N,   F,   AND   V. 

§  I.  The  sound  of  n  at  the  end  of  words  and  syllables  where  no  vowel 
follows  it,  is  represented  by  a  small  final  hook  made  on  the  left  or  under 
side  of  stems,  corresponding  to  the  r-hook  side  of  straight  stems;  thus, 

o  pi")        \  candy,  /s*  run.     See  line  I. 

§  2.  A  final  s  may  be  expressed  with  an  w-hook  on  a  straight  stem,  the 
same  as  initial  s  is  represented  with  the  r-hook,  by  turning  the  «-hook  into 

a  circle  or  loop  for  si  or  str ;  thus,     5  bones,  (J.  danced,    vS  punster.     See 
line  2. 

§  3.  Circles  on  the  left  or  under  side  of  single  straight  stems  always  in- 
clude the  hook  belonging  to  that  side  of  the  stem,  so  the  student  must  be 
careful  if  desiring  simply  to  represent  s  to  keep  it  on  the  opposite  side  of 
the  stem  from  that  to  which  the  n  or  r  hook  belongs. 

§  4.  It  is  not  convenient  to  form  a  hook  on  the  back  of  curves,  and  for 
that  reason  n  must  be  written  on  the  curve  side  of  the  curved  stems;  thus, 

\j  fawn,   ^o  urn.     See  line  3. 

§  5.  The  w-hook  on  curves  cannot  be  made  into  a  circle  to  imply  a  fol- 
lowing s,  as  is  the  case  with  straight  stems  where  J  follows  n.  The  circle 
for  s  must  be  written  within  the  w-hook  to  show  the  difference  between 
simple  s  and  ns ;  thus,  ^~$  mice,  '""^  mines,  \g  vice,  \g  vines,  "^  errs, 
~\  earns.  See  line  4. 

F  AND   T  HOOK. 

§  6.  F  or  v  may  be  represented  at  the  end  of  words  or  syllables  by  a 
small  final  hook  made  on  the  circle  side  of  straight  stems  only ;  thus, 

17  dove,   —-3  cave,    l/v  strife.     See  line  5. 

§  7.  Because  the  f  and  v  hook  is  made  on  the  circle  side  of  straight 
stems  a  following  sound  of  s  must  be  written  so  as  to  leave  the  hook 

\q 
briefs,     ^v  strives.     See  line  6. 

§  8.  Observe  in  the  engravings  throughout  this  book  that  wherever  the 
j-circle  is  made  on  a  hook  initially,  medially,  or  finally,  it  is  elongated  like 
a  loop  and  made  in  the  direction  of  the  stem  to  which  the  hook  belongs. 


/O  The  American  Standard  System 

This  makes  it  easy  to  write  j  on  hooks  and  is  sure  to  preserve  their  shape. 
It  will  not  conflict  with  other  loops  or  the  large  circle,  because  st,  str,  and 
ses  are  never  written  on  hooks. 

§  9.  When  /  or  d  is  expressed  by  halving  on  stems  containing  final 
hooks,  the  /  or  d  reads  last;  thus,  "&  pent,  \6  puffed,  J-  dent, 
/>  rent,  rend,  \s>  vent,  vend.  See  line  8. 

§  10.  When  in,  n,  I,  or  r  are  hooked  and  halved,  either  initially  or  finally, 
no  distinction  is  made  by  shading  to  show  whether  /  or  d  is  represented, 
as  it  is  unnecessary  to  make  such  distinction;  thus,  ^  meant,  mend, 
ti,  went,  wend.  (&  lent,  lend,  ^^  wart,  ward. 

§  II.'  The  circle  for  j  on  a  half-length,  the  same  as  a  full-length,  always 
reads  last;  thus,  ^  pets,  J-  dents,  \t>  tufts.  See  line  9. 

§  12.  Own  may  be  added  to  pronouns  and  than  to  comparatives  by  the 
«-nook;  thus,  "^f"  our-own,  JL..^.  my-own,  .fT^~  more-than, 
CL^X  sooner-than. 

§  13.  The  H-hook  may  also  be  used  to  represent  the  cognate  sound  ng 
without  the  least  liability  of  confusion  and  with  a  saving  of  legibility  on 
left-inclined  straight  stems  followed  by  k  or  g,  thus,  \^  bank, 

\_  pink. 

§  14.  The  imperfect  hook  for  n,  when  made  as  an  offset,  is  formed  by 
the  first  stem  resting  far  enough  in  from  the  end  of  the  second  consonant 
to  allow  for  the  hook;  thus,  <rS^  seminary,  ^^  printer. 

§  15.  A  half-length  n  cannot  be  used  after/,  b,  t,  or  d,  and  for  the  same 
reason  a  half-length  /,  b,  t,  or  d  cannot  be  used  before  an  w-stem,  because 
there  would  be  no  angle  at  the  point  of  junction,  and  so  such  words  as 
•peanut,  bonnet,  Uriel,  donate,  batten,  tighten,  and  deaden  have  to  be  written 

with  the  w-hook;     thus,    ^  pennate,      .p  bonnet,     .r    tenet,       J   denude, 

\  platen,     N    batten,       I    tighten,      I    deaden.     See  Chapter  vill.,  in 

Part  IT.,  Text-book  of  Phonography. 

§  1 6.  For  the  reason  that  a  half-length  cannot  be  used  where  there  is 
not  an  angle  at  the  point  of  junction  between  it  and  the  stem  to  which  it 
is  attached,  the  halving  principle  cannot  be  employed  after  k  when  imme- 
diately following^  v,  or  upward  /,  therefore  the  following  class  of  words 

must  be  written  thus :     ^T>/  fecund,     V: — ^  vacant,     g     ^  slackened. 


Of  Pitman  Phonography.  71 

§  17.  Legibility  also  requires  that  k  or  ng,  when  preceded  by  an  r-hook 
and  followed  by  n  and  t  or  d,  must  terminate  thus,  crTv/  grunt, 
e-j-%,/  groaned,  c-7^J  crowned. 

§  1  8.   The  circle  may  be  written  on  the  w-hook  in  the  middle  of  words, 

* 
on  the  principle  of  using  medial  s  with  an  /or  r  hook;  thus,  /        ransom, 

handsome,    -V-  transit,     W    density,       T'    Princeton. 

§  19.  Neither  f  nor  v  can  be  made  half-length  when  following  t  or  d; 
nor  even  .full  length  if  followed  in  turn  by  st  or  zd,  so  the  hooks  must  be 

used  in  such  words  as     I    defeat,     U   devised,      U  diffused. 

§  20.  For  the  reason  that  an  /-stem  following  an  /"  or  v  hook  would 
destroy  legibility,  the/  or  z/  stems  with  the  /  hook  are  used  instead;  thus, 

\^  baffle,      <^_  bevel,     j^   devil,     it     trivial. 

ILLUSTRATIONS  AND   READING  EXERCISE. 

/.  X    X     J'    J'    </•  cA    S  />-  -^  -r> 


C 


5-     X       X          t        \y      t      £       ^  -- 


•'>     \  5 


9-     \, 


72  The  American  Standard  System 

WRITING    EXERCISE — WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  should  write  lines  i,  3,  5,  7,  9,  n,  13,  15, 17,  tq, 
21,  24,  27,  29,  31,  33,  35,  for  the  teacher's  correction  and  instructions. 

1.  Pen,  bane,  bone,  tan,  den,  chain,  chin,  coin,  keen,  cane,  gun, 

2.  Rain  ;    spin,  spoon,  stone,  scan,  sicken  ;   pippin,  obtain,  deepen, 

3.  Domain,  cabin  ;    prune,  brain,  bran,  train,  drown,  crane, 

4.  Crown,  green,  grain,  grin,  grown  ;    plain,  plan,  blown,  clean, 

5.  Clan,  clown,  glean,  decline,  recline  ;    pinch,  punch,  punish, 

6.  Banish,  candy,  miner,  plenty,  plunge  ;    strains,  screens, 

7.  Widens,  dines,  pins,  chains,  gains,  canes,  tones,  dens, 

8.  Glance,  sustains,  suspense  ;    danced,  chanced,  bounced, 

9.  Cleansed,  entrance,  entranced,  instance,  instanced,  punster, 

10.  Spinster,  cleanses,  bounces  ;    fun,  vine,  thin,  zone,  shine, 

11.  Lawn,  moon,  nun,  famine,  raven,  lemon,  Mormon,  Norman, 

12.  Soften,  seven,  Simon,  Stephen,  flown  ;    fins,  vines,  vanes, 

13.  Shines,  lines,  lanes,  moans,  moons,  nuns,  swains,  swoons  ; 

14.  Finish,  vanish,  heathenish,  thinness,  penance,  weapon, 

15.  Widen,  wooden,  waken,  wagon,  sweeten,  Sweden,  worn, 

16.  Warn,  warned  ;  •  puff,  bluff,  pave,  drive,  strife,  strive,  dove, 

17.  Jove,  heave,  cave,  rove,  cough,  cuff,  grave,  grieve  ;   puffs, 

1 8.  Bluffs,  paves,  drives,  strives,  coves,  joves,  caves,  roves, 

19.  Coughs,  cuffs,  graves,  grieves  ;    toughen,  deafen,  deafness, 

20.  Define,  divine,  devout,  devotee,  divide,  defeat ;    (use  Ra) 

21.  Rover,  river,  quiver,  quaver,  cover,  cleaver,  clover,  engraver, 

22.  Beverage,  revert,  revertible,  reverence,  reverenced, 

23.  Reverences,  reverent,  pained,  bond,  bound,  banned,  tinned, 

24.  Pinned,  toned,  attained,  tanned,  donned,  dunned,  chained, 

25.  Fond,  fained,  fund,  blind,  trained,  drained,  cleaned,  frowned, 

26.  Throned,  lined,  leaned,  ironed,  errand,  mend,  moaned, 

27.  Mound,  wound,  wailed,  welled,  ward,  wend,  wand  ;    devour, 

28.  Beaver,  tougher,  meaner,  vainer,  finer,  thinner,  leaner  ; 

29.  Tufts,  taunts,  taints,  tents,  tends,  tints,  chants,  pants,  paints, 

30.  Bends,  fonts,  founts,  faints,  fends,  vaunts,  vents,  mounts, 

31.  Mends,  vends,  stints,  slants,  cleft,  craft,  draft,  gland,  trained, 

32.  Bland,  blend,  shrined,  flint,  frowned,  strived  ;   my-o\vn, 

33.  Your-own,  their-own,  her-own,  our-own  ;    Bennett,  denuded, 

34.  Bayonet,  nominate,  satinet ;    pittance,  buttons,  tightens, 

35.  Deaden,  beaten,  batten,  mitten,  mutton. 


Of  Pitman  Phonography. 


v    v    Opinion 
......^  upon 

— ^t_  been 

Jdone 
....I.,  down 


ABBREVIATIONS  —  A'-HOOK   SIGNS. 

..sL...  western 
..v^?.  southern 
..C\....  appertain 

"       prominent 
permanent 


.....i/.  general-ly 


—5     g°n.e 
....rr^  again,  gain 

...So.,  often,  phonography 
..-?...  even 

/        then 
.N..£..  than 

.J^2..  loan,  alone 

men 
f^ii....  man 

^^  human 
£~^  women 
..jf^z.  woman 

_>»_?..  none,  known 
union 


.i^.....  learn 


..N=r=L  pecuniary 

jrr^..  transcript 

begin 

Sr?a-\-..  .  Ijegun 
began 

_.K?.  turn 

P...  at  length 

-./!\.  happen 


.  ...:y  explain-ed-ation 
fortune-ate 


—  appoint,  point 

behind 

— , J«-  attend 

I  didn't,  did  not 

_.,.J...j...  don't,  do  not 

hadn't,  had  not 

gentlemen 
•/..  gentleman 

can  not 

second 

superintend 
?..  acquaintance 

find 

found 

..ri...  friend,  front 
.../a.,  land 
^       mind 
_../3L  amount,  mental-ly 

.-<£L.  round 
..^..  surround 
^.!^ around 

-?JL..  understand 
-T..J].  accident 
^— ^subsequent 
MJ....  at  once 
..SI....  balance 

,C73i.  occurrence 
Kansas 


74  The  American  Standard  System 

question     -?-  kind  "^  against 

~  ...TA^  indispensable 

Christian  ~ 

...  jb*  experience 
correspond-ence-ent 

o — .,  ~_b  expense-ive 

....>>-  signify-ed-cant 

§  21.  Derivative  abbreviations  may  be  formed  by  adding  any  modifi- 
cation necessary  to  make  the  syllable  of  the  derivative  word  ;.  thus, 
y*  turned,  /]/>  returned,  ^^  befriended,  o<v  acquainted. 

PRACTICE    EXERCISE   ON   THE   3T-HOOK   ABBREVIATIONS. 

1.  It  was  my  opinion  he  would  join  the  general  and  be  gone. 

2.  If  it  had  been  done  down  there,  I  would  have  gone  again. 

3.  Upon  my  opinion  it  ought  to  have  been  done  at  once  again. 

4.  Go  down  and  in  a  general  way  join  again  or  be  gone. 

5.  The  practice  of  phonography  makes  men  and  women  equal. 

6.  Even  by  phonography  you  can  often  do  more  than  you  expect. 

7.  Learn  by  experience  that  a  loan  will  not  return  when  expected. 

8.  Tell  me  again  your  opinion  of  phonography  ;   can  I  learn  it  ? 

9.  He  had  gone  down  to  see  the  general  and  join  his  friends. 

10.  Will  they  loan  him  one  thousand  dollars  on  western  lands  ? 

11.  Even  then  some  men  do  not  think  women  ought  to  go  in  front. 

12.  If  it  had  not  been  done,  I  would  have  gone  to  great  expense. 

13.  To  gain  practical  knowledge  of  phonography,  correspond. 

14.  Southern  gentlemen  learn  from  women  to-be  human,  kind. 

15.  Their  union  was  known  to  begin  for  pecuniary  gain  alone. 

1 6.  None  but  the  good  can  explain  the  significance  of-the  question. 

17.  Learn  phonography  well  and  begin  to  make  a  fortune  at  once. 

18.  He  explained  the  correspondence  to-the  kind  gentleman. 

19.  Don't  go  behind  the  returns  to  find  how  the  loan  was  made. 

20.  The  superintendent  is  surprised  to  find  the  foundation  turned. 

21.  I  find  the  lands  don't  correspond  to-the  deed,  in  front. 

22.  His  balance  in  Kansas  is  significant  and  indispensable. 

23.  He  wanted  to  surround  the  men  but  the  general  had  fallen. 

24.  Experience  is  indispensable  to  understand  fortunes  made. 

25.  The  occurrence  in  Kansas  shows  to  my  mind  gains  again. 

26.  The  stenographer's  transcript  was  second  to  none  around  here. 

27.  That  may  appertain  to-the  woman  if  she  began  a  Christian. 

28.  The  gentleman  was  found  subsequently  to-be  an  acquaintance. 


Of  Pitman  Phonography.  75 

29.  To  turn  around  and  befriend  a  man  is  Christian  experience. 

30.  You  began  that  transcript  some  time  ago  ;   it  should  be  done. 

31.  His  correspondence  is  large  and  signifies  a  good  trade. 

32.  Fortunately  he  was  a  Christian  as  the  accident  turned  out. 

33.  The  correspondent  would  not  give  a  satisfactory  explanation. 

34.  A  prominent  gentleman  made  it  a  permanent  point  to-be  done. 

35.  You  should  make  it  a  point  to  attend  in  Kansas  at  any  expense. 

36.  I  didn't  have  anything  done  with  the  gentleman  down  there. 

37.  He  was  found  to-be  an  acquaintance  of-the  superintendent. 

38.  I  hadn't  the  least  idea  the  amount  would  balance  the  account. 

39.  Experience  may  be  expensive  but  is  indispensable  anywhere. 

40.  I  did  not  expect  to  find  a  friend  with  a  fortune  at  once. 

41.  Don't  go  against  the  returns  in  Kansas  on  that  occurrence. 

42.  Prominent  men  deed  land  to  friends,  women,  or  acquaintances. 

43.  The  gentlemen  will  generally  appoint  a  prominent  man. 

44.  I  cannot  tell  him  to  superintend  and  mind  his  own  business. 

45.  I  understand  they  will  surround  it  for-the  second  time. 

46.  A  subsequent  occurrence  in  Kansas  went  against  the  gentlemen. 

47.  The  gentleman  was  not  his  equal  mentally  nor  generally. 

48.  It  was  hard  to  understand  why  he  went  around  subsequently. 

49.  I  did  not  say  that  the  round  sum  paid  for-the  poor  land. 

50.  I  do  not  say  the  expense  was  too  great  for-the  amount  received. 

ABBREVIATIONS  —  F  AND    V  HOOK   SIGNS. 

before  I  defect 

above  k^-j^r  advocate 

[    I     difficult-y  JL/    deficient-iency 

.....  -u-  dmerent-ence 


U 

' 


devise,  device  I    0   ,         defense 

C  advice,  advise  -IK-F...^.  advance 

.  gave,  government  _.„  ___   profit 

"^^     profitable 
"" 


proof,  prove 

approve  .TH    prophetic 

improve-d-ment  ^?±?.  providence 

proficient-ly-iency  ZlJ.   extravagant-ly-ance 

perfect  .V^TT.  forgive,  forgiven 

.5s>...   belief,  believe  c\lg   forgave 


76  '  The  American  Standard  System 


PRACTICE  EXERCISE  ON   THE  F  AND    V  HOOK  ABBREVIATIONS. 

1.  He  found  difficulty  in  his  defense  and  extravagance. 

2.  Before  you  go  above  you  had  better  be  forgiven  and  forgive. 

3.  Take  my  good  advice,  improve,  be  proficient  and  perfect. 

4.  The  deficiency  is  equalled  by  the  difficulty  in  the  government. 

5.  It  was  my  belief  that  he  would  believe  the  advocate. 

6.  Before  you  know  it  the  difficulty  will  be  over  and  explained. 

7.  The  deficiency  cannot  balance  the  defect  in  the  account. 

8.  It  was  difficult  to  prove  the  difference  in  the  profits. 

9.  He  forgave  the  bad  effect  of-the  advice  in  the  defense. 

10.  My  advice  would  be  to  devise  something  better,  more  perfect. 

11.  Advocates  gave  the  government  deficient  proof  against  him. 

12.  I  do  not  approve  of-the  improvement  advocated  as  perfect. 

13.  It  seemed  to-be  a  perfect  improvement  without  a  defect. 

14.  If  you  believe  it  to-be  perfect,  why  don't  you  advocate  it  ? 

15.  Better  improve  your  defense  before  you  advance  against  him. 

1 6.  He  was  found  to-be  proficient  and  perfect  in  phonography. 

17.  It  is  difficult  to  improve  on  iis  devkretmd  prophetic  wisdom. 

18.  Don't  be  extravagant  if  you  want  to  make  it  profitable. 

19.  They  forgave  him  then  for  his  extravagance  and  belief. 

20.  It  will  be  improved  so  as  to-be  approved  and  permanent. 

21.  He  cannot  be  appointed  unless  perfect  and  proficient. 

22.  It  is  kind  in  Providence  to  forgive  evil  and  extravagance. 

23.  The  accident  proved  the  defect  and  deficiency  in  advance. 

24.  It  was  different,  deficient,  and  imperfect,  though  permanent, 

25.  He  again  began  to  question  the  pecuniary  gain  in  advance. 

26.  Though  often  extravagant,  he  made  profits  again  and  again. 

27.  The  man  forgave  the  woman  and  approved  of-lhe  union. 

28.  Upon  my  opinion,  his  extravagance  was  perfectly  human. 

29.  He  was  known  to-be  alone  and  without  advice  in  the  defense. 

30.  At  length  it  happened  as  expected,  advocates  had  the  profit. 

31.  What  does  it  signify  then,  if  the  man  was  human  and  forgave  ? 

32.  Can  you  explain  how  difficult  it  is  to  make  a  large  profit  ? 

33.  The  device  is  not  perfect  and  cannot  be  improved  upon. 

34.  I  believe  the  amount  deficient ;   the  proof  was  against  him. 

35.  If  you  go  against  the  defense,  you  cannot  advance  again. 

36.  That  may  appertain  to  western  and  southern  men,  not  to  us. 

37.  If  you  have  a  perfect  belief  in  Providence,  you  will  forgive. 


Of  Pitman  Phonography.  77 


LESSON    XVIII. 

HOOKS   FOR   SHN. 

§  I.  Syllables  ending  in  the  sound  of  shn,  as  in  tion,  dan,  sion,  may  be 
represented  by  a  large  final  hook  made  on  either  side  of  straight  stems,  as 
may  be  most  convenient  in  joining,  though  generally  the  hook  follows  the 

j-circle  side  of  stems,  especially  on  curves;   thus,    \)  potion,  j£>  passionate, 
\^.  fashions.     See  line  i. 

§  2.  To  preserve  legibility  in  rapid  writing  it  is  necessary  when  con- 
venient to  write  the  s/in-hook  on  the  opposite  side  of  a  straight  stem  from 


an  initial  circle  or  hook;   thus,  ^£x  inception,  Q-^  sections,  ,-^t  creation. 
See  line  2. 

§  3.  The  large  hook  for  shn  must  be  written  on  the  upper  side  of 
Ra  and  Ha  to  prevent  their  curving  and  being  misread  for  /  with  the 

5//«-hook;   thus,  ^2  ration,  ^^-^  Hessian,   (^  lesion.     See  line  3. 

§  4.  The  natural,  instead  of  the  dictionary;  pronunciation  may  be  fol- 
lowed where  t  and  d  in  certain  words  are  more  easily  represented  by  ch 
and  j,  using  the  latter  stems  with  a  large  hook  in  such  words  as  CX  perpet- 
uation, ""  .^  graduation.  See  line  4.  $ 

§  5.  When  there  are  two  sounds  of  sh  coming  immediately  together, 
the  last  one  followed  by  the  sound  of  n,  the  word  should  be  written  thus, 
.ST^/U  emaciation,  *\  appreciation.  See  line  5. 

§  6.   To  indicate  shn  following  the  sound  of  s-  represented  by  the  circle, 

make  a  semicircle  on  the  back  of  the  stem;   thus,  Jj  transition,  Vg,  phy- 
sician.    See  line  6. 

NOTE.  —  This  hook  should  never  extend  beyond  the  end  of  the  stem  to  which  it  is 
attached.  Observe  the  engravings  closely  to  see  how  it  is  formed. 

§  7.  To  simplify  the  outlines  of  words,  and  preserve  legibility  by  analogy, 
together  with  increasing  speed,  use  Ish  or  Sha  with  an  w-hook  following 
hooks  or  modifications  where  none  of  the  above  shn  representations  could 

be  employed;    thus,   -C^u  attenuation,   **~\^   invention,    \fr^'  flirtation. 
See  line  7. 


78  The  American  Standard  System 


ILLUSTRATIONS  AND   READING   EXERCISE. 


-  £.    J'   £     I      A 


j    1 


WRITING  EXERCISE  —  WORDS. 
INSTRUCTIONS  BY  MAIL.  —Write  lines  2,  ^,  6,  8,  for  instructions  by  mail. 

1.  Potion,  fusion,  visions,  sedition,  attraction,  attractions, 

2.  Detraction,  subtraction,  refraction,  infraction,  reduction, 

3.  Logician,  magician,  approbation,  election,  (El)   elocution, 

4.  Elocutionist,  factionists,  affectionate,  affectionately,  stationer, 

5.  Stationary,  auctioneer,  cautionary,  revisionary  ;   perception, 

6.  Suction,  secretion,  deception,  inception,  reception,  inspection, 

7.  Desecration,  discussion,  exclusion,  execration,  excursion  ; 

8.  Infatuation,  perpetuation,  fluctuation  ;    negotiation,  nauseation, 

9.  Initiation,  propitiation,  appreciation,  emaciation  ;    cessation, 

10.  Vexation,  causation,  succession,  incision,  sensation,  musician, 

11.  Musicians,  supposition,  transitional,  processional;   extension, 

12.  Expansion,  detention  ;   deviation,  devotion,  diffusion. 


Of  Pitman  Phonography. 


79 


ABBREVIATIONS  — SffV-HOOK   SIGNS. 


..V  ..  Passion 

—Xi.  objection 
...  vL.  subjection 


exhibition 
....U...  tuition 

—  "9 

...~U.  exaggeration 


__.J situation 

>._     persuasion 

opposition 

position 

possession 

_„-—,  decision 

accession 
rrrfi1-.-,.-    accusation 


«—  & 


acquisition 


e~  procession 
..X^  ___  proposition 

..3....  generalization 
..rrfi  organization 
..&L..  conversational 

..jb_  compensation 

P   s£T 

^*i.I..  civilization 

realization 


correction 


.....™  collection 
JUj..  fashion 
._£/..„  session 
_iP...  association 
missionary 
national 


§  8.    Derivative  abbreviations  may  be  formed   by  the  addition  of  any 
principle  necessary  to  indicate  the  derivative  word;   thus,  — Vj—  fashioned^ 
nationalization. 

PRACTICE  EXERCISE  ON   SHtr  ABBREVIATIONS. 

1.  Caution  is  necessary  in-the  correction  of  civilization. 

2.  It  was  a  missionary  association  that  gave  the  exhibition. 

3.  He  had  some  objection  to-the  acquisition  of-the  situation. 

4.  There  is  nothing  equal  to-the  exhibition  of  his  exaggeration. 

5.  The  subjection  of  his  passion  was  an  occasion  for  action. 

6.  The  direction  of-the  tuition  was  toward  civilization. 

7.  The  exhibition  was  upon  the  exaggeration  of-the  situation. 

8.  With  caution  and  decision  the  action  may  be  an  acquisition. 


8o  The  American  Standard  System 

9.  I  gave  occasion  for-the  action  and  passion  of  his  conversation. 

10.  Prove  the  correction  an  objection  given  on-the  accusation. 

11.  It  was  the  fashion  to  make  a  collection  a  realization. 

12.  Whatever  your  collection,  make  the  correction  in  question. 

13.  The  session  of-the  association  was  in  opposition  to  subjection. 

14.  It  was  a  national  association  for-the  acquisition  of  money. 

15.  The  nationalization  party  happen  to  explain  a  great  question. 

1 6.  The  subjection  to  fashion  is  an  exhibition  for  correction. 

17.  A  national  association  believes  in-the  tuition  of  civilization. 

18.  Let  your  tuition  be  a  passion  in-the  fashion  of  persuasion. 

19.  The  situation  of-the  missionary  association  is  peculiar. 

20.  Woman's  persuasion  is  occasion  for  direction  of  correction. 

21.  Go  alone  in-the  direction  of-the  realization  of  exaggeration. 

22.  There  is  much  caution  and  generalization  in  organization. 

23.  Why  take  opposition  to-the  position  when  in  possession  ? 

24.  Generally  the  opposition  in-the  procession  has  possession. 

25.  The  possession  of  a  loan  is  a  good  position  for  decision. 

26.  The  situation  is  worse  than  the  accusation  of-the  opposition. 

27.  His  proposition  is  an  organization  without  compensation. 

28.  The  world's  exhibition  was  an  acquisition  for  civilization. 

29.  They  have  been  in-the  procession  since  the  accusation. 

30.  The  accession  to-the  organization  is  a  missionary  procession. 

31.  A  proposition  is  in  possession  of-the  organization  in  session. 
T.2.  Begin  an  association  in  a  session  of  action  and  conversation. 

*J  o 

33.  Your  position  is  an  occasion  for  pecuniary  compensation. 

34.  It  is  known  the  Union  was  in  possession  of  the  collection. 

35.  His  decision  is  a  generalization  of  opposition  to  realization. 

36.  It  happened  at  length  to-be  only  conversational  opposition. 

37.  None  begun  so  well  as  he  the  conversation  on  generalization. 

38.  He  was  at  length  fortunate  in  his  position  and  possessions. 

39.  He  explained  the  situation  and-the  unfortunate  proposition. 

40.  It  was  a  correction  that  did  appertain  to-the  accession. 

41.  The  acquisition  or  possession  proved  a  profitable  accession. 

42.  There  is  a  mental  difference  in-ihe  position  of-the  fashion. 

43.  My  belief  is  not  different  in-the  direction  of  compensation. 

44.  I  do  not  believe  a  different  compensation  will  be  profitable. 

45.  Decision  above  indifference  is  an  acquisition  with  caution. 

46.  Advise  persuasion  before  and  above  accusation  and  decision. 

47.  I  forgave  accusation  and  advised  persuasion  on-the  occasion. 


Of  Pitman  Phonography.  8  1 

LESSON    XIX. 

SEMICIRCLE  FOR   IN,   EN,   UN,   AND   N. 

§  I.  The  syllable  for  in,  en,  or  un,  preceding  the  ^-circle  on  r-hook 
signs,  is  expressed  by  a  small  semicircle  made  so  as  to  keep  the  circle  on 

the  r-hook  side  of  the  straight  stem;  thus,  ^  inseparable,  (>/  unstrung. 
See  line  I.  ^ 

§  2.  This  hook  may  be  used  to  express  the  same  syllables  before  a 
curved  sign  preceded  by  the  circle,  in  which  case  the  junction  of  an  «-stem 
would  be  hard  to  form  ;  thus,  'v/^v  insoluble,  %~^C  unseemly.  See 
line  2. 

§  3.   It  may  also  be  used  before  stems  bearing  the  /-hook,  as  in  the 

words  £  envelope,  \-  invaluable,  etc.,  and  its  use  has  also  been 
suggested  before  Ra,  in  words  like  iinrest,  unreasonable,  unready  ;  thus, 


§  4.  The  same  hook  may  be  used  finally  for  n  when  j-circle  immediately 
precedes  the  sound  of  «,  where  the  joining  would  lie  inconvenient  to  use 

the  «'-stem;   thus,  /T^  mason,  *~^fo  frozen.     See  line  3. 

ILLUSTRATIONS  AND   READING  EXERCISE. 


t, 


3.   /TV*/  /tr/"~  >^Jrv/  7^ 


WRITING  EXERCISE  —  WORDS. 

INSTRUCTIONS  RV  MAIL.  —  The  student  may  write  all  the  words  in  this  exercise  in  a 
lesson  by  mail. 

1.  Unsuppressed,  unscrew,  unsurmised,  unswayable,  insoluble, 

2.  Insatiable,  unceremonious,  enslave,  unsalable,  unsullied, 

3.  Inscribe,  unsolvable,  unseemly,  ensample;   mason, 

4.  Masonry,  masonic,  Johnson,  Jefferson,  arsenal,  Thompson,  unravel, 

5.  Robinson,  moisten,  mercenary,  Madison,  freemason,   unreformecl, 

6.  Emerson,  arsenic,  Williamson,  unfledged,    inflated,    inflexible. 


82  The  American  Standard  System 

ABBREVIATIONS  —  JV-HOOK   SIGNS. 

.j insecure  ..(67...  insult  ..£&..  medicine 

<>L  fr-r  -\- 

....:...  inspire  -.....>«  unscrupulous  ..fTI?.  Wisconsin 

,...L.~  instruct  ,&~~  unsolicited  _Ijh._  arson 

§  5.   Derivative  abbreviations  are  formed  as  heretofore  described;   thus, 

...T™.  inspired ',     ..<£...  insulted. 

§  6.    Than  may  be  added  to  comparatives  by  using  the  n  hook;  thus, 
»/™-   less-than,      fc^  _  faster-lhan. 

WRITING  EXERCISE  ON  THE  Of  AND   EN  HOOK  ABBREVIATIONS. 

1.  He  took  the  medicine  to  Wisconsin  through  N.  H.,  unsolicited. 

2.  Accordingly  they  were  inspired  to  instruct  him  again. 

3.  He  was  properly  held  for  arson  and  insulted  in  Wisconsin. 

4.  The  unscrupulous  insult  and  follow  passion  and  bad  advice. 

5.  It  was  an  insult  to  doubt  the  wisdom  of-the  instructor. 

6.  Though  properly  instructed,  he  put  up  the  medicine  insecurely. 

7.  Instruct  the  men  in  Wisconsin  how  to  take  the  medicine. 

8.  He  was  told  it  was  insecure  and  took  it  as  a  great  insult. 

9.  The  advertisement  in  Wisconsin  came  for-the  medicine  unsolicited 

10.  I  wish  you  could  inspire  and  instruct  him  in  virtue  yourself. 

11.  It  was  an  unscrupulous  act  inspired  by  his  bad  influences. 

12.  It  is  easy  to-be  seen  that  the  medicine  is  insecure  in  Wisconsin. 

13.  If  you  insult  him  you  will  have  to-be  better  instructed. 

14.  It  came  insecure  and  unsolicited  and  not  as  instructed. 

15.  You  should  inspire  those  whom  you  instruct  with  more  hope. 

16.  He  was  mistreated  and  insulted  by  an  unscrupulous  man. 

17.  Your  record  may  be  faster-than  his  but  is  less-than  expected. 

18.  Those  things  came  unsolicited  and  did  not  inspire  us  much. 

19.  Instruct  no  less-than  inspire  those  whom  you  know  well. 

20.  There  was  an  insecurity  about  it  that  did  not  inspire  me. 

21.  The  medicine  was  bitter,  but  I  felt  better  when  I  took  it. 

22.  He  is  instructed  to  inspire  the  arson  and  insult  the  instructor. 

23.  Unsolicited  he  took  the  medicine  prepared  by  the  trade. 

24.  If  you  go  faster-than  you  ought  to,  failure  will  follow  you. 

25.  The  insecurity  of-the  ground  inspired  the  unscrupulous  act. 


Of  Pitman  Phonography.  83 

LESSON   XX. 

SHADING. 

§  I.  The  letter  m  is  shaded  to  express  a  following  /  or  b,  as  indicated 
in  the  table  of  consonants  and  shown  in  diagram  on  page  2  ;  thus, 
'••*"*s  imp,  *y^>  stump.  See  lines  I  and  2. 

§  2.  As  directed  in  Rule  XV11.,  downward  El  must  always  be  written 
before  heavy  m  to  secure  an  easy  junction  between  the  stems,  as  well  as 
legible  outlines  for  words.  See  line  2. 

§  3.  The  heavy  m  is  never  used  where  it  would  destroy  syllabication. 
For  this  reason  the  following  class  of  words  must  be  written  with  separate 
stems,  and  intersected  where  the  joining  would  tend  to  illegibility;  thus, 

^"X  1 

Q__>  impanel,      V\^.  trumpet.     See  line  3. 

§  4.  P  need  not  be  expressed  with  m  when  it  is  immediately  followed 
by  /,  sn,  or  shn,  for  in  most  cases  it  has  no  appreciable  sound;  thus, 
<j~"a  Sampson,  —  ^"3  gumption,  ***\  empty.  See  line  4. 

§  5.    Emp,  or  Emb,  as  it  is  called,  is  never  halved. 

ILLUSTRATIONS  AND   READING   EXERCISE. 


WRITING  EXERCISE  —  WORDS. 
INSTRUCTIONS  BY  MAIL.  —The  student  may  write  all  of  this  exercise  for  mail  instruction. 

1.  Pomp,  pump,  bump,  damp,  dumps,  stump,  stamp,  jumps, 

2.  Camp,  dump,  thump,  mumps,  swamp,  Sambo,  champagne, 

3.  Champaign,  champion  ;    primp,  plump,  tramp,  cramp,  clamp, 

4.  Clump,  Jumbo;   impolite,  impeach,  impostor,  tempest,  impugn, 

5.  Imputation,  imputable,  impend;    temple,  trample,  tumble; 

6.  Limbo,  lump,  limp,  lamp,  lumbago;   presumption,  assumption, 

7.  Coemption,  temptation,  redemption,  preempted. 


84 


The  American  Standard  System 


LESSON    XXI. 
LENGTHENING. 

§  I.  Ing  is  made  double  length  to  express  a  following  kr  or  gr  syllable; 
thus,  ^^^^winMef)  ^^^^  anger.  See  line  i. 

§  2.  Einp  is  lengthened  in  like  manner  to  add  a  following  r ;  thus, 
/^""^^  amber.  See  line  2. 

§  3.  Any  other  curved  stem  is  lengthened  to  express  a  follow  ing  tr,  dr, 
thr,  or  dhr ;  thus,  ^  X  smatter.  See  line  3. 

§  4.   Of  the  straight  stems  only  Ra  and  Ha  are  made  double  length,  and 

these  simply  to  express  tr  or  thr ;  thus,       \^^  exporter,  £ —       heater. 
See  line  4. 

§5.  If  a  primitive  word  is  expressed  by  a  half-length  curve  or  a  half- 
length  Ra  or  Ha,  a  derivative  may  often  be  expressed  by  lengthening  the 

V  ^± 

See 


same  sign;    thus,    V,y  fight,     ^^^i  fighter,  £""  wild,  £ 
line  5. 

§  6.   Vowels  are  -written  as  though  the  stems  were  but  a  single  length. 

ILLUSTRATIONS   AND    READING   EXERCISE. 


/. 


i  WRITING    EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  by  mail  should  write  lines  i,  2,  4,  6,  8,  n,  fot 
Instruction. 

1.  Sinker,  tinker,  ranker,  tanker,  winkers,  hanker,  handkerchief; 

2.  Finger,  linger,  languor,  monger,  hunger,  damper,  jumper, 

3.  Scamper,  ember,  umber,  amber,  slumber,  chambers, 

4.  Timber,  limber,  lumber,  cucumber,  somber,  Cumberland, 

5.  Chamberlain,  plumper,  primper,  pumper;   neuter,  center, 


Of  Pitman  Phonography. 


6.  Easter,  oyster,  ranter,  hunter,  cinder,  sunder,  enterprise, 

7.  Introduction,  interpose,  uninterrupted,  interjection,  intersect, 

8.  Intervene,  interweave,  wither,  withers,   flounder,  philanthropy, 

9.  Smother,  smoother,  slaughter,  smiter,  saunter,  tinder,  slender, 
Id.  Slander,  feather;    fat,  fatter,  fight,  fighter,  light,  lighter, 

II.  Soft,  softer,  flat,  flatter,  swift,  swifter,  slight,  slighter. 


DOUBLE-LENGTH   ABBREVIATIONS. 

father 

lighter 

letter 

latter 


hither 


matter,  mother 

neither,  entire 
enter,  another 

interest 
northern 

wonderful 

longer 

water 

whether,  weather 


further,  farther 

wander,  winter 
•^f.  wonder 


interfere 


§  7.   Derivative  abbreviations  are  formed  by  using  any  principle  that 
will  suggest  the  word  required;  thus, 


ordered,     watered,       lettered,  interested,  shorter,       wilder,     holder. 


§  8.    Than  may  be  added,  as  already  explained,  by  the  w-hook;    thus, 
....//?..    rather-than,     ^^5»we^  longer-than,     -^i\-..  farther-than. 


86  The  American  Standard  System 


WRITING  EXERCISE  ON    DOUBLE-LENGTH  ABBREVIATIONS. 

1.  Father  and  mother  are  writers  of  rather  good  long  letters. 

2.  Neither  is  better-than  the  other  although  his  are  longer. 

3.  A  northern  writer  went  further  and  said  father's  were  better. 

4.  But  I  see  some  difference  in  winter,  for  they  seem  lighter. 

5.  The  lighter  a  letter  the  more  it  is  liked  by  the  general  reader. 

6.  It  takes  good  matter  to  make  a  good  letter  for  an  old  writer. 

7.  Neither  should  enter  with  another  any  farther  this  winter. 

8.  If  you  write  another  letter  to  father  make  it  lighter  and  shorter. 

9.  Neither  mother  nor  father  will  enter  farther,  for  a  wonder. 

10.  My  interest  goes  further  in  that  good  writer  than  mother's. 

11.  Most  wonderful  northern  weather;   so  temperate  in  winter. 

12.  I  no  longer  hold  only  a  prominent  but  a  temporary  position. 

13.  He  is  the  holder  of  the  interest  on  my  wonderfully  bad  note. 

14.  Better  say  whether  you  will  wander  or  buy  the  typewriter. 

15.  He  is  stronger,  has  a  temper;   better  not  interfere  with  him. 

16.  I  no  longer  care  whether  he  goes  hither  in  winter  weather. 

17.  I  would  rather  be  a  good  writer  than  wander  much  farther. 

1 8.  A  typewriter  for  a  wonder  believed  in  temperance  and  water. 

19.  It  was  rather  longer-than  ordered  for  the  holder  or  writer. 

20.  Better  go  hither  and  learn  to  use  the  new  typewriter. 

21.  His  interest,  though  stronger,  became  shorter  and  shorter. 

22.  He  will  not  interfere  with  interests  of  the  writer  any  longer. 

23.  His  is  longer-than  theirs  and  will  go  further-than  any  other. 

24.  Temperance  has  much  to  do  with  a  good  writer  on  water. 

25.  I  would  rather  be  stronger  and  lighter  than  shorter  and  wilder. 

26.  If  interested  in-the  typewriter  don't  mind  the  svinter  weather. 

27.  The  stronger  and  wilder,  the  more  temper,  for  a  great  wonder. 

28.  He  was  a  well-lettered  writer,  and  for  a  wonder,  temperate. 

29.  The  letter  of  the  money  was  paid  his  large  interest  monthly. 

30.  The  goods  were  well-lettered  when  ordered  to-be  sent  farther. 

31.  Such  weather  in  winter  is  no  longer  a  wonder  to-the  writer. 

32.  The  temporary  interference  was  rather  stronger  than  water. 

33.  My  mother  is  wonderful  as  a  northern  writer  and  reader. 

34.  His  typewriter  is  stronger  but  will  not  last  longer-than  others. 

35.  When  they  enter  ,he  wonder  you  will  look  much  longer. 

36.  Do  you  know  the  entire  winter  was  a  wonder  of  weather  ? 

37.  I  don't  know  whether  I  will  enter  this  winter  or  another. 


Of  Pitman  PhonograpJiy.  87 

LESSON    XXII. 

TICK   FOR   H. 

§  I.  There  are  but  two  ways  of  representing  h  in  this  system  of  pho- 
nography; one  is  by  a  stem  <^  and  the  other  by  a  tick  /.  The  stem  is 
named  Ha  and  the  tick  He. 

§  2.   The  tick  is  always  used  for  h  preceding  light  and  shaded  m,  curved 

r,  I,  and  w;   thus,   /^  Hem,  r^\-hemp,   /^"""^  hamper,    7V~\  harm, 

lr\~*'  halo,       Q  whist.     These  are  the  only  consonant  stems  on  which  the 
tick  is  written,  and  it  takes  very  nearly  the  direction  of  Cha. 

§  3.  In  all  other  combinations  it  assumes  the  direction  that  will  give 
the  sharpest  angle  at  the  point  of  junction,  being  made  either  upward  or 

\  1  ^ 

downward,  as  occasion  may  require;    thus,     \  whip,    \^  -whiff,     j  wheat, 

Wheeling,  ***/      whirl,  ~^L>  whine,   'f~^  whim. 

READING   EXERCISE  —  WORDS. 


WRITING   EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  All  the  words  in  this  exercise  may  be  written  in  a  lesson  by 
mail. 

1.  Hymn,  hem,  hemmed,  ham,  hum,  hummed,  homely, 

2.  Homeliness,  homeless,  homily,  hominy,  humility,  hump, 

3.  Hemp,   humbug,    hamper,    hampered,    Humber,   wholesale,    hilly, 
halberd,  helve,  hellebore,  harm,  Holden  ; 

4.  Harmony,  harmonize,  harmless,  Hampton;   whey,  whoa, 

5.  Whizzes,  whist,  whisk,  whistle,  whiskey,  whiskers,  whacked, 

6.  Whip,  whop,  whopper,  wheat,  Whitelaw,  whittle,  whack, 

7.  Whacks,  whig,  whiff,  whale,  wharf,  wharves,  whim, 

8.  Whimsical,  whine. 


88  The  American  Standard  System 

LESSON    XXIII. 

THE   USE  OF  STEMS  AND  MODIFICATIONS.' 

§  I.  Stems  are  indicators  of  vowels,  and  modifications  of  syllables  or 
clusters  of  consonants  with  no  vowel  intervening.  Wherever  a  stem  con- 
sonant appears,  it  may  be  known  that  a  vowel  is  closely  associated  with  it. 
Where  a  circle,  loop,  or  hook  modification  occurs,  it  represents  a  whole  or 
part  of  a  syllable  composed  entirely  of  consonants;  for  this  reason  a  modi- 
fication cannot  be  used  when  a  vowel  occurs  in  a  position  to  require  a 
stem  for  its  expression.  The  following  rules  will  guide  to  a  correct  appli- 
cation of  phonographic  principles  : 

RULE  XXX.  —A  vowel  preceding  or  following  a  consonant  requires 

such  letter  to  be  represented  by  a  stem;   thus,      )—  Oscar,    *\       awake, 

^9  notes,       M»  notice.     See  line  I. 

RULE  XXXI.  —  A  stem  must  be  used  when  a  vowel  intervenes  between 

two  consonants;   thus,  'N^  opposed.        >P  opposite,      \  plea, 
See  line  2. 

ILLUSTRATIONS  AND   READING   EXERCISE. 


;     ,  v  I  SL 

\ 


WRITING  EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  by  mail  should  write  lines  i,  3,  5,  7,  9,  u,  and 
12  for  instruction. 

1.  Pier,  bar,  fear,  par,  peal,  bail,  toll,  vale,  veal,  bower,  dower, 

2.  Keel,  geer,  gore,  coal,  chill,  gill,  jail,  jeer,  jar,  mill,  mail, 

3.  Nail,  Nile,  vere,  vile,  Thayer,  shore,  spear,  spill,  weekly, 

4.  Spheres,  forces,  somnambulic,  peccadillo,  tobacco,  maniac, 

5.  Barricade,  paradox;   beset,  dusty,  tasty,  gusto,  upset,  besides, 

6.  Ascension,  ascent,  asinine,  askance,  askew,  aspen,  assault, 

7.  Assiduity,  assiduous,  assimilate,  assuage,  assuasive,  asthma, 

8.  Escapade,  escutcheon,  espionage,  espouse,  isolate,  ossify, 

9.  Auspicious,  auspices,  awaken,  award,  aweary,  pity,  jetty, 

10.  Kitty,  giddy,  veto,  shadow,  meaty,  natty,  knotty,  Lottie, 

11.  Daisy,  cozy,  Vesey,  Lizzie,  rosy,  hazy,  briny,  coffee,  gravy, 

12.  Funny,  coney,  guinea,  rainy,  honey,  bevy,  taffy,  scrawny, 

13.  Tardy,  Pliny,  hasty,  pastry. 


Of  Pitman  Phonography.  89 

LESSON    XXIV. 

DISJOINED   PARTS  OF  WORDS. 

§  I.  To  preserve  analogy  of  form,  to  maintain  simplicity,  and  to  in- 
crease legibility,  it  is  allowable  to  disjoin  parts  of  words  that  cannot  be 
written  connectedly  without  change  of  outline,  or  the  formation  of  an 
arbitrary  sign. 

§  2.  When  a  word  is  written  in  two  or  more  separate  parts,  place  the 
parts  closer  together  than  would  be  the  case  in  the  distance  shown  be- 
tween separate  words.  There  will  be  a  tendency  to  carry  a  disjoined  part 
of  a  word  as  far  away  from  the  first  part  of  it  as  one  word  would  be  from 
another,  and  this  would  lead  to  hesitation  and  doubt  in  reading.  There- 
fore this  must  be  avoided,  even  if  it  be  found  necessary  to  overlap  or 

intersect   parts  of  words,  in  order   to   keep  them   close  together;    thus, 

• 

V/  patronage,      \^  •    remittance,   /^  impend. 

•  •»— V 

§  3.  Observe  the  list  below,  and  form  words  in  this  manner  wherever 
there  would  be  difficulty  in  joining  all  the  parts. 

§  4.  The  young  stenographer  will  have  a  tendency  to  disjoin  words  that 
can  be  written  together  with  perfect  ease;  this  should  be  avoided,  be- 
cause words  are  only  disjoined  to  gain  an  advantage  by  it,  and  when  dis- 
joining is  used  where  there  would  be  no  advantage  gained,  the  principle 
works  the  opposite  way  and  tends  to  slovenly  habits  in  making  outlines. 

somewhat  .$.?—  standstill  .^£r.  olden 

./ thereon  ..Sa.  misplaced  ~dL.  oldish 

./ thereof  . — JL  indelicate  ^S^..  propound 

v_9.<3i  commencement  Jusut  straightforward        I^.C..  kindly 

.H.L.1  instrumentality  £-5.7...  meanwhile  »*iSv.  impute 

draftsman  jQt.  harder  ..iSu?  incompleteness 

motionless  ^T^tr.  inarticulate  -saT..  unconsciously 


9O  The  American  Standard  System 


LESSON    XXV. 

PREFIXES   AND   AFFIXES. 

§  I.  A  prefix  is  the  first  syllable  of  a  word,  or  that  portion  of  a  word 
which  when  joined  to  a  primitive  will  form  a  derivative. 

§  2.  An  affix  is  the  last  syllable  of  a  word,  which  when  joined  to  a 
primitive  will  form  a  derivative. 

§  3.  Prefix  and  affix  signs  serve  the  purpose  of  abbreviating  words  with- 
out loss  of  any  of  their  syllables,  and  are  among  the  most  legible  principles 
of  contraction. 

§  4.  A  prefix  sign  is  placed  at  the  beginning  of  a  stem,  an  affix  sign  at 
the  end  of  a  stem,  regardless  of  any  modification  that  may  be  used  initially 
or  finally.  Dots  or  dashes,  used  in  either  capacity,  should  never  be  placed 
beside  stems  as  in  that  position  they  would  conflict  with  similar  signs  used 
to  represent  vowels. 

§  5.  The  prefixes  are  written  thus : 

AFTER  —  Half-length /joined  to  the  remainder  of  a  word,     ^»-A  after- 
noon,    M    >.  after-life,     \?  after-wards.     See  line  I. 

ACCOM  —  K  written  over  the  remainder  of  a  word,  as  ^_  accomplice. 
See  line  I. 

ClRCUM,  SELF  —  A  small  circle  written  by  the  side  of  the  stem,  circum  in 
first-vowel  position,  self  in  second,  as  o^,  circum-vent,  £  self-made, 
See  line  I. 

CON,    COM,    CUM,    COG  —  A    dot,        ^*    con-strain,        *<\y    corn-prise, 

TT^.    cum-bersome.     See  line  2. 
CoNCOM  —  Two  dots,      1    concom-itant.     See  line  2. 

CONTRA,  CONTRO,  COUNTER  —  A  dash  written  at  right  angles  to  the  stem, 

*i*  .xl 

\o  contra-vene,  1^  contro-vert,  \fj-  counter-irritant.     See  line  j. 


Of  Pitman  Phonography.  91 


DECOM  —  D  placed  as  near  as  possible  in  the  position  of  com,  \  ^^  decom- 
posed.    See  line  3. 

DISCON,  DISCOM  —  D  with  the  j-circle,  \j_i_  disconn-cct,  \f\  discom-fort 
See  line  3. 

FORE,  FOR  —  Joined  or  disjoined/  or  /with  the  r-hook,  according  to  con- 


venience,   ^^-3  fore-noon,   \j^^  fo^-btarance,  °\_  for-get.     See 
line  4. 

MAGNA,  MAGNE,  MAGNI  —  M  written  over  the  remainder  of  the  word, 
r^—  /-p\  ^ 

^L  Magna-Charta,    J-\  magne-tism,    \_v  magni-fy.    See  line  4. 

MisCOM,    MISCON  —  Em-s    written    over    the    remainder    of   the    word, 
^ ^ 
"\^  miscon-ceive,  /Nj<  miscom-pute.     See  line  5. 

IRRECON,  IRRECOG  —  Downward  r  in  cant's  place,  \6  >  irreconcilable, 
^^~-s  irrecog-nition.  See  line  5. 

NEW  —  .Adjoined,        ^New-Testament.     See  line  5. 

NON  —  N  with  the  w-hook,  when  convenient  to  join,  or  two  «-stems,  or 
disjoined  Nen,  according  to  convenience,  v-<f?  non-resident, 

o   non-appearance,  \    non-delivery.     See  line  5. 

SELFCON,  SELFCOM,  SELFCONTRA  —  A  small  circle  written  in  the  position 

of  con,  *f  selfcon-ceit,  °>-/  selfcomm-and,     \__/  selfcontra-dictory. 
See  line  6. 

UNDER  —  Half-length  heavy  n  joined  and  accommodating  itself  to  the 
position  of  the  word,  ...^f. ....'._  .  under-gone,  ..^\...4  under-paid. 
See  line  6. 

§  6.   A  consonant  used  to  indicate  the  first  syllable  of  a  word  may  be 
placed  in  the  position  of  the  con,  com,  cum,  cog  dot,  and  will  then  indicate 

both  its  own  value  and  that  of  the  dot :      -^       incon-ceivable,    ),.  miscon- 

V-J?^  ^V  s 

strue,  vC~^\.  noncon-formity,   /"AV_^?  recog-nition,  /**  recomm-end, 

S  recon-cilable,      ^ — 1.  incog-nito.     See  line  7. 


92  The  American  Standard  System 

ILLUSTRATIONS   AND    READING  EXERCISE. 


qr  V. 


WRITING   EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  The  student  should  write  lines  i,  3,  5,  7,  10,  12,  13,  14,  16 
18,  20,  22,  24,  27,  28,  30,  32,  for  mail  instruction. 

1.  Afterthought,  afterwards,  aftergrowth;   accommodated, 

2.  Accommodation,  accomplish,  accomplishment  ;   circumjacent, 

3.  Circumflex,  circumlocution,  circumspect,  circumscribe; 

4.  Selfrespect,  selfrestraint,  selfdeception,  selflove,  selfreproach, 

5.  Selfrighteous,  selfdestruction,  selfeducation,  selfsacrifice, 

6.  Selfpraise;   contains,  contrite,  constant,  condemn,  concur, 

7.  Concourse,  concrete,  conclave,  convex,  convey,  conceive, 

8.  Conception,  condense,  condensation,  contrive,  contrivance, 

9.  Construct,  control,   contrasted,  consolidation,  concocted  ; 

10.  Compose,  composition,  comprise,  complexion,  compositor, 

11.  Compound,  compounded,  compost,  compilation,  commitment; 

12.  Cumber,  cumbered,  cumbrous,  cumbrance,  cumbersome  ; 

13.  Cognate,  cognomen,  cognizant,  cognizance,  cognominal, 

14.  Cogwheel;   contraband,  contradict,  contradiction,  controvert, 

15.  Counterpoint,  countermand,   counterpart,  countersign; 

16.  Decompose,  decomposition,  decompound  ;  discomfort, 

17.  Disconcert;   foreknow,  foreknowledge,  forewarn,  foreclose, 

18.  Forehanded,  forsake,  forsooth,  forswear,  forlorn,  forerunner, 

19.  Foretaste,  foreshadow,  forestall,  foresail  ;  irreconcilable, 


Of  Pitman  Phonography.  93 

20.  Irreconciliation,  irreconcilement  ;   magnetic,  magnificent, 

21.  Magnify,  magnitude,  magnetism,  magnesia;   miscompute, 

22.  Miscomputation,  misconceive,  misconstruct,  misconjecture  ; 

23.  New  England ;  nonexistence,  nonarrival,  nonattendarice, 

24.  Nonobservance,  nonpayment,  nonprofessional,  nonplussed, 

25.  Nonfulfillment,  nondelivery  ;   selfconceit,  selfconscious, 

26.  Selfconquest,  selfconviction,  selfcontrol,  selfcomplacency, 

27.  Selfcontained,  selfcontradictory,  selfcontradiction  ;   undersell, 

28.  Underscored,  undersign,  underwent,  underwriter,  underfoot ; 

29.  Inconstant,  inconsolable,  uncontrollable,  unconceivable, 

30.  Unconvinced,  incumbent,  recompense,  recognize,  recognizes, 

31.  Recognition,  unincumbered,  uncompressed,  unmagnetized, 

32.  Unaccommodated,  uncontradicted,  preconcerted, 

33.  Preconception,  noncompliance,  nonconformity,  unselfish. 

AFFIXES. 

§  7.  An  affix  is  the  final  syllable  of  a  word,  and  therefore  can  never  be 
represented  by  a  sign  unless  a  root  word  precedes  it.  To  illustrate  take 
clave,  vert,  elusion,  pletion,  plicate,  and  a  prefix  will  make  out  of  these 
nothings  or  fragments  of  words,  conclave,  controvert,  conclusion,  completion, 
complicate.  A  perfect  word,  however,  must  precede  an  affix,  z.^  pay,  know, 
sense,  man,  to  which  the  attachment  of  the  affix  makes  paying,  knowingly, 
sensible,  manhood. 

§  8.  The  affix  signs  are  written  finally  and  in  the  same  relative  position 
to  the  consonant  stem  as  the  prefix  signs,  so  as  to  avoid  conflict  with 
vowels. 

§  9.    The  affix  signs  are  as  follows: 

AFTER — The  same  sign  as  used  in  the  prefix,     f~  hereafter,     J  there- 
after.    See  line  I. 
BLE,  ELY — The  stem  for  b  joined  when  not  convenient  to  use  b  with  the 

/-hook,      ^~\^  sensible,      '  J     restrainable,      /V       retrievably. 
See  line  I.  N  > 

FORTH  —  Forfth,  <j\^.  henceforth,  G  thenceforth,  ^'\^  send- 
forth.  See  line  i. 

FORE,  FULL,  FULLY  —  Joined/  or/  with  the  /-hook  when  convenient. 
See  lines  I  and  2. 

HOOD  —  Joined  d  to  the  preceding  part  of  the  word,  ,,/r^js.  manhood. 
See  line  2. 


94  The  American  Standard  System 

ING  —  A  dot  written  on  a  line  with  the  stem  which  it  follows,  ^~-  cau~ 

tioning,  /^i.  mttstering.     See  line  2. 
INGS,  INGLY  —  The  former,  a  circle  in  ing  dot's  place;  the  latter,  a  heavy 

tick  in  ing  dot's  place,  at  right  angles  with  the  stem,    >o    blessings, 

xOO 

/+         leanings,  -,  __  ^  knowingly,  '6~~^  seemingly.     See  line  3. 

LY,  AL,  ALLY  —  Disjoined  /  written  close  to  the  remainder  of  the  word, 

'"V        manly,         V^(      sentimental,   \^(     instrnmentally.     See 
line  3. 

SHIP  —  Ish   lapping    the   preceding    part   of  the   word,   ^X  friendship, 

^7  partnership.     See  line  4. 

SHALL,  SHALLY  —  Ish  joined  to  the  preceding  portion  of  the  word,  5     I  cre- 
dential,    ^  penitentially  .     See  line  4.  •* 

' 


TlVE  —  T  with  the  z/-hook,     1.  attentive,  ~^\     j—    argumentative.     See 

line  4.  [  ~l 

§  10.  When  any  difthong  immediately  precedes  the  termination  ing, 
such  difthong  sign  may  be  written  in  the  position  of  the  affix  sign  to 
vowelize  the  word  in  connection  with  expressing  the  ing  syllable;  thus, 

I  \  *V 

4  dying,    —>  toying,      ^    bowing,        5;  breimng.     See  line  5. 

§  II.  The  termination  of  words  ending  in  bility,  garity,  etc.,  may  be 
expressed  by  half-length  consonant  stems  with  /  or  r  hooks,  and  alily  by 

half-length  /;  thus,  J?  stability,  (^-  vulgarity,    ^v  prosperity, 

sj; 
mality.     See  line  5. 

ILLUSTRATIONS  AND   READING   EXERCISE. 


•  1    )  .^  /x, 


5. 


Of  Pitman  Phonography.  95 

WRITING   EXERCISE  —  WORDS. 

INSTRUCTIONS  BY  MAIL.  —  All  the  words  in  this  exercise  may  be  written  in  a  lesson  by 
mail. 

1.  Thereafter,  admissible,  amenable,  attainable,  rentable, 

2.  Actionable,  accessible,  detestable,  erasable,  governable, 

3.  Insensibly,  lamentably  ;   callforth,  callsforth  ;  wherefore, 

4.  Therefore  ;   successful,  painful,  wakeful,  shameful-ly, 

5.  Wrongful-ly,  grateful-ly,  thankful-ly,  peacefulness, 

6.  Dreadfulness  ;   womanhood,  neighborhood,  sisterhood, 

7.  Likelihood  ;   cautioning,  running,  cutting,  owing,  chopping  ; 

8.  Doings,  engravings,  teachings,  sayings  ;   lovingly,  rejoicingly, 

9.  Charmingly,  amazingly,  movingly,  disparagingly  ;   vainly, 
10.  Secondly,  meanly,  bravely,  sensitively,  cautiously, 

n.  Nutritiously,  regimental,  detrimental,  sacramentally, 

12.  Sentimentally,  elementally;  stewardship,  scholarship, 

13.  Horsemanship,  workmanship  ;   penitential,  circumstantial, 

14.  Prudentially,  substantially  ;   captive,  motive,  lucrative, 

15.  Executive,  preventive,  attentive;    coying,  contriving,  repining; 

1 6.  Incredulity,  excitability,  disability,  prodigality,  frugality, 

17.  Capability,  legibility,  municipality,  formality,  principality, 

1 8.  Dexterity,  posterity. 

ABBREVIATIONS  —  PREFIX  AND  AFFIX   SIGNS. 

— L...   Discommode         .\S..  compared  \*w£  convenience 

_.b discontent  ..\^IL.  comparison  .^L..  insatiable 

b.  discontinue             _A>—  compensate  .„!!__  inconsistent 
T 

k\  <y 

.disconnect             ...j»._  compensation  ........  inconsiderate 

V  A  f 

...H —  consideration         complete  ...U inconsideration 

.\5y..  objectionable         ...^._  comprehend  „?..  inconsiderable 

.^.fashionable  _^    comprehens-ible-ion-ive  //^>_   ornament 

L conceited  .....^..concern  .ISp...  substantial 

JL_  consider-ed-erate  ~^J- cmmcknce  ^       *^^.  common 

S*>.~  conferred  ..„_  consequent  .N/.l.  comparative 


96  The  American  Standard  System 

..L^l.  continued  ....."?.  consequence  ;•  active-ity 

L^^PI 
continue  —  — ---  unselfish 

\  ""V 

commercial  J,    continual-lv  forgot-ten 

•;™  «>. 

commission  Ji*J^  convenient  — -W  forget 


WRITING   EXERCISE  ON    PREFIX    AND    AFFIX   ABBREVIATIONS. 

1.  He  was  considered  a  fashionable  and  conceited  fellow. 

2.  It  is  perfectly  incomprehensible  how  inconsiderate  he  is. 

3.  It  was  a  substantial  concern,  although  lacking  confidence. 

4.  The  consideration  was  not  objectionable  compensation. 

5.  I  cannot  comprehend  what  makes  him  so  discontented. 

6.  Will  it  discommode  you  much  to  disconnect  the  ornaments  ? 

7.  To  be  discontented  and  discomforting  is  almost  fashionable. 

8.  The  consideration  conferred  was  complete  confidence. 

9.  They  will  discontinue  that  consideration  if  compensated. 

10.  He  was  considered  conceited  and  fashionable  at  times. 

11.  It  was  no  inconsiderable  sum  to  pay  for  the  ornament. 

12.  His  conceit  was  insatiable,  complete,  beyond  comprehension. 

13.  Do  not  discommode  yourself  in  order  to  disconnect  it. 

14.  If  it  puts  them  to  any  inconvenience  I  will  consider  it. 

15.  A  conceited  man  is  a  fool  indeed  beyond  comparison. 

1 6.  It  is  comparatively  easy  to  adjust  the  disconnected  parts. 

17.  He  ought  to  discontinue  his  attentions  if  not  returned. 

18.  Any  sum  will  compensate  the  concern  for  the  inconvenience. 

19.  The  consideration  conferred  was  compensation  enough. 

20.  It  is  objectionable  to  be  fashionable,  if  not  complete. 

21.  Do  you  comprehend  the  consequent  inconvenience  considered  ? 

22.  He  was  very  considerate,  conceited,  and  fashionable. 

23.  They  will  discontinue  the  action  for  a  consideration. 

24.  He  was  expected  to  disconnect  the  instrument  at  once. 

25.  They  considered  him  just,  though  inconsistent  and  inconsiderate. 

26.  He  was  comparatively  substantial,  though  without  confidence. 

27.  Compared  to  anyone  else  he  was  the  most  fashionable. 

28.  The  consideration  was  comparatively  small  for  the  concern. 

29.  It  was  a  non-substantial  and  only  comparative  belief. 

30.  It  was  inconsistent  and  an  inconsequent  inconsideration. 


Of  Pitman  Phonography.  97 

31.  Concerns  having  complete  confidence  comprehend  all. 

32.  Large  concerns  have  given  inconsequent  sums  for  charity. 

33.  It  will  be  used  to  complete  ornamental  purposes. 

34.  The  subject  is  comprehensive,  complete,  and  substantial. 

35.  The  consideration  was  paid  for  ornamental  purposes. 

36.  He  could  not  disconnect  himself  from  the  evil  influences. 

37.  He  had  an  insatiable,  inconsistent,  and  inconsiderate  feeling. 

38.  Do  you  comprehend  the  comprehensiveness  of  the  subject  ? 

39.  What  is  the  use  of  being  discontented  and  discommoded  ? 

40.  Have  you  considered  well  all  the  objections  to  fashion  ? 

41.  Compared  to  fashion,  conceit  is  inconsiderate  inconvenience. 

42.  There  is  nothing  to  compensate  for  a  conceited  fool. 

43.  It  is  of  no  consequence  whether  compensated  or  not. 

44.  The  comparison  is  not  to  be  compared  with  the  consequence. 

45.  Better  concern  yourself  more  about  your  confidences. 

46.  He  had  an  insatiable  desire  without  comprehension. 

47.  He  was  not  to  be  reconciled  to  the  small  recompense. 

48.  He  misconstrued  the  object  of  the  gentleman's  introduction. 

49.  The  consideration  rendered  was  inconsiderably  small. 

50.  Little  consequence  what  happens  to  the  inconsiderate. 

51.  It  is  not  comprehensible,  it  is  so  inconsiderably  small. 

52.  No  difference  what  the  consequence,  I  have  confidence. 

53.  In  consequence  of  the  facts  let  us  be  considerate. 


98  The  American  Standard  System 

LESSON  XXVL 

APPOSITION. 

§  I.  Apposition  in  phonography  means  that  relation  of  words  by 
which  one  can  be  misread  for  another,  owing  to  similarity  in  sound  or 
consonants. 

§  2.  Grammar,  gumption,  common  sense,  or  education  are  not  enough 
in  themselves  to  prevent  the  stenographer  from  making  mistakes  in  read- 
ing certain  words  that  come  in  apposition.  It  is  therefore  necessary  to 
have  some  positively  distinguishing  feature  for  such  words  as  would  easily 
be  misread. 

§  3.  There  are  several  methods  of  distinguishing  the  conflicting  words  : 
by  difference  in  the  outline  of  words  composed  of  the  same  consonants  ; 
by  position  ;  by  vowelization. 

§  4.  The  words  which  most  frequently  conflict  are  given  in  the  follow- 
ing list,  and  should  be  learned  and  practiced  as  here  written.  The  stu- 
dent should  write  the  exercises  following  the  list,  till  each  form  of  each 
differing  word  can  be  written  in  its  proper  position  with  certainty  and 
correctness,  and  he  can  read  the  same  without  conflict,  doubt,  or  hesitation. 

§  5.  As  derivatives  are  written  in  analogy  with  their  primitives,  they 
are  for  that  reason  not  always  indicated  in  this  list.  To  illustrate  :  pre- 
ferred 'and  proffered  are  simply  the  half-lengths  of  prefer  and  proffer. 

§  6.  The  abbreviations  throughout  this  book  are  written  in  their  dis- 
tinguishing positions  and  are  not  therefore  necessarily  repeated  here. 

§  7.  The  words  in  the  following  list  are  arranged  in  alphabetic  al  order. 

WORDS   IN   APPOSITION   DISTINGUISHED. 


_.    —  .x_.  Abandoned,  abundant  ......  ••  —  <ra~  amend,  mend 

accept,  expect  .^^.S^f..  annual-ly,  only   . 

.  account,  count  ^^a....--J*~-  apostle,  epistle 

^.  accursed,  cursed  _i^..._f^.-_  apprehend,  comprehend 


Of  Pitman  PJionography. 


99 


ex.         apprehens-ive-ion,  com- 
•^\  —  o--'          prehens-ive-ion 

N/C  _rS.~  birth,  breath 

—  f  —  ^ 

1         caused,  cost 

L^...Sou.    event,  vent 

P            n 

y  -_/UM    extension,  extenuation 

—  •&       ^~~>                                           s*   f". 
—  1  extra,  extraordinary       \~  ~* 

L_  VT"                              -'   ^  * 

..^Lx'-  final-ly,  finely             (P    ^  * 

'^   & 
-)                   gave,  give                          f^  ^ 

..//---./...    charge,  church 

-j      —  ^   communication,  con- 
nection 

\^      '\/O     completion,  compila- 
tion 

~  J....^'...  confident,  evident 
—  J.S-v_P—  confidence,  evidence 

—    —  I                          T^ 

God,  guide                      ^^ 

^"~     /"*~    ' 

.  „                illegal-ly  legal-ly 

—  (  ---<</.._    illegible-y,  legible-y 
A          ^    illegitimate,  legitimate 

..  L  ..  1     _    deduct,  detect 
-P.-IS-'-.    destine,  destiny 

—  fl  ..  Y~~...   detail,  deadly 

1         t 

.  v       ...    differ-d-ent-ly,difficult-y 

(\rr\~ 

<£—    <J___   illogical-ly,  logical-ly 
^I~^~L     immaterial,  material 

<J     J   immeasurable-y,  meas- 
\      \           urable-y 

immoderate,  moderate 

1  —  n.\-/..    director,  directory 

—  —   j_.    disease,  decease 
„  «J  ...  IS.  ..    distribute,  disturbed 

..  (\  ..  i  elaborate,  labored 
-^V^..  .?^a.  embarrass,  embrace 

--  *s.-'~~^~}..  emanation,  mention 

N~^l'-    V 
—  '  (—    entail,  until 

^~*^    f^l        immoral-ly,  moral-ly 

<*r   s~ 

.jC*-~     immortal-ity,  mortal  ity 

^-\ 
.^x\  .VL.  impart,  import 

^tt1  -.v^?,  inattention,  intention 
_A  o/  ....    indulgence,intelligence 
,^.\."\  -  inevitable,  unavoidable 

IOO  The  American  Standard  System 


WRITING   EXERCISE  ON   WORDS   IN   APPOSITION. 

1.  He  abandoned  the  accursed  thing  for  abundant  reason. 

2.  We  did  expect  he  would  accept  the  count  on  account. 

3.  They  cursed  and  abandoned  the  accursed  thing  as  expected. 

4.  Better  mend  your  ways  and  amend  the  apostle's  epistle. 

5.  The  apostle  paid  the  annual  and  only  dues  for  the  epistle. 

6.  I  apprehend  you  do  not  comprehend  the  deadly  thing  in  detail 

7.  The  apostle  gave  birth  to  an  idea  that  lacked  breath. 

8.  At  birth  he  had  breath,  apprehension,  and  comprehension. 

9.  Your  lack  of  comprehension  caused  my  apprehension. 

10.  He's  illogical  and  illiberal,  apprehensive  and  comprehensive. 

11.  He  gave  the  charge  to  the  church  to  give  the  communication. 

12.  Send  the  communication  and  charge  to  make  the  connection. 

13.  On  completion  of  the  compilation  take  charge  of  the  church. 

14.  The  corroboration  of  the  evidence  gave  him  confidence. 

15.  It  is  evident  he  is  perfectly  confident  of  the  cost  it  caused. 

16.  What  the  corporation  destine  is  not  the  destiny  of  the  thing. 

17.  You  may  detect  with  great  difficulty  and  deduct  differently. 

18.  It  was  difficult  to  tell  what  caused  the  difference  in  the  cost. 

19.  What  caused  the  director  to  differ  from  the  directory? 

20.  You  may  have  a  disease  without  likelihood  of  decease. 

21.  Intelligence  and  indulgence  are  unavoidable  and  inevitable. 

22.  It  was  unavoidably  inevitable  that  you  would  be  liberal. 

23.  If  you  are  intelligent  you  will  be  indulgent  with  your  charge. 

24.  If  you  embrace  and  it  embarrass  don't  mention  the  emanation. 

25.  Though  elaborate  and  labored,  it  disturbed  to  distribute  it. 

26.  Whatever  emanation  from  the  vent,  don't  mention  the  event. 

27.  The  extension  was  an  extenuation,  to  entail  until  all  time. 

28.  Until  they  entail  enough  finally,  it  will  not  be  finely  built. 

29.  If  you  have  an  extra  guide,  it  will  be  extraordinary. 

30.  Though  illegal  and  illegitimate,  it  was  legal  to  legitimate  it. 

31.  Illegitimate  shorthand  is  most  illegible  and  illogical. 

32.  Logical  shorthand  is  legible  and  legal  everywhere. 

33.  It  is  immaterial  what  the  material  is  and  of  what  import. 

34.  That  may  be  measurably  good  ;  this  is  immeasurably  better. 

35.  He  was  a  moral  and  immoral,  moderate  and  immoderate  fool. 

36.  Mortal  or  immortal,  your  intention  with  inattention  fails. 

37.  Though  mortal,  the  import  of  life  imparts  immortality. 


Of  Pitman  Phonography. 

y  v~^  A  °\    *\ 

"\  -----  -J^X    Insatiable,  unsociable   —  v~^  —  -V  -  prevent,  profound 

\  ingenious,  ingenuous      .\4_.-N--  •-  private,  provide 

irredeemable,  redeem-    I  —  i      '  —  .  . 

abl  —  '  ........  quiet,  qui 


101 


quite 


"  irresP°nsible»    respon-      ">      /|        read,  read 
sible 

../  ____  /-._  January,  June  __/X  ../**'--  renewed,  ruined 

.flT..    --..  literary,  lottery  _//\)__/\/_.  repression,  reparation 

/)^~y/  /  —  P   r^ 

.tr^f-  .....  —  machinery,  missionary  ./._!,_/  ____    requisite,  request 

-—  ^~---^-Tl  marked,  market  _S  .....  -  retort,  retreat 

f^rrr^^^?.  mercantile,  American        ^v  ,._V'—  separate,  support 


minister,  monster 
.........  ,/.„.  misses,  Mrs. 

__..T/._  ..  .7  mortgage,  mortgagee 
4rrr  neglect,  negligent 

oppressor,  pursuer 
patience,  passions 
patient,  passionate 
patron,  pattern 


S~\  _7^~" 

simi 


similar,  smaller 


9        o, 
__  -V...N  ..  sport,  spread 


°[  ___  started,  strayed 
..  [>  ..  starve,  strive 


. 

...  surpassed,  surprised 

..l/S.  ..  J  .-  terrible,  trouble 

rv       'N 
._  J  .....  /_.    therefore,  therefor 

__«)_>•     _^       thereof,  thereto 


persecute,  prosecute        ..(/___.<)__    thorough,  through 
personal,  personnel          J_|/2.    train,  turn 
•    prefer,  proffer 


..  written,  retain 


IO2  The  American  Standard  System 

1.  She  was  irresponsible,  irredeemable,  unsociable,  ingenuous. 

2.  Though  ingenious  and  insatiable,  he  was  ingenuous,  unsociable. 

3.  His  insatiable  and  unsociable  manner  was  not  redeemable. 

4.  January  and  June  are  months  for  a  missionary  and  machinery. 

5.  A  missionary  said  a  literary  lottery  was  bad  machinery. 

6.  The  minister  was  a  literary  American  mercantile  monster. 

7.  It  was  marked  as  a  lottery  monster  in  the  American  market. 

8.  The  Misses  were  negligent  and  did  neglect  to  become  Mrs. 

9.  Her  negligence  was  the  cause  of  the  gentleman's  neglect. 

10.  The  oppressor  of  a  mortgagee  is  the  pursuer  of  a  mortgage. 

11.  He  would  not  be  responsible  for  the  irresponsible  lottery. 

12.  He  was  a  patient,  passionate  patron  of  a  certain  pattern. 

13.  You  may  persecute  or  prosecute  patience  or  passions. 

14.  I  like  him  personally,  and  his  personnel  is  pleasing. 

15.  To  prevent  being  profound  would  be  to  prefer  the  proffer. 

16.  His  private  did  not  provide  quiet  and  read  quite  late. 

17.  When  ruined  he  made  reparation  and  renewed  repression. 

1 8.  What  you  read  in  private  provide  and  read  again  and  again. 

19.  You  cannot  quite  quiet  a  ruined  man  till  he  is  renewed. 

20.  It  was  a  request  and  requisite  she  have  separate  support. 

21.  If  you  retort  you  will  retreat  and  strive  or  starve. 

22.  It  was  similar  though  smaller,  and  once  started,  strayed. 

23.  Strive  not  to  starve,  and  though  you  spread,  don't  be  a  sport. 

24.  Surprised  that  he  surpassed  him  in  the  terrible  trouble. 

25.  Be  thorough  as  you  go  through  the  train  and  don't  turn. 

26.  Retain  what  you  have  written  so  as  not  to  be  surprised. 

27.  It  was  made  therefor  and  therefore  was  not  surpassed. 

28.  If,  therefore,  you  are  bound  therefor,  turn  the  train. 
.29.  If  legal  to  say  thereof  or  thereto,  don't  say  therefor. 

30.  She  will  retain  a  lawyer  when  she  has  written  a  will. 

31.  The  difference  between  terrible  and  trouble  is  difficulty. 

32.  Reparation  and  repression  are  requisite  for  separate  support. 

33.  Though  similar,  it  is  smaller  and  may  spread  or  sport. 

34.  Go  through  the  train  and  turn  the  request  to  support. 

35.  Repression  renewed  and  ruined  him  beyond  reparation. 

36.  Though  they  strive  hard,  still  they  starve  in  the  train. 

37.  As  a  private  acquaintance,  you  should  provide  quiet  and  read. 

38.  I  am  not  surprised  that  you  are  a  sport  unsurpassed. 


Of  Pitman  Phonography.  103 

Affect,  effect,  fact 

_.„ X.  ......      appeal,  compel,  comply 

-\\-\A/—\  —     appropriate,  purport,  prepared 
...bOy    .\  x--\_jC)      appropriation,  proportion,  preparation 
.^.-w/L ^-      aright,  wrote,  write 

,r^\  __.L^ auditor,  debtor,  doubter 

if         P         P* 

...... _U. I  ..     citation,  station,  situation 

compare,  power,  pure 
daughter,  editor,  debtor 
)..    desist,  diseased,  deceased 

expert,  export,  expired 

form,  frame,  farm 

Y    •••/t/--  O Gentile,  genteel,  gentle 

./rr^^tb../rrv^?^.-    memory,  memoranda,  ^-~^~^/<  memoranduir 
— \).A    .__vl__      operation,  oppression,  portion 

^.jS_ order,  rather,  writer 

\  A     <\      f\ 

-V  v— \ y purpose,  propose,  perhaps 

*\     *v^ 

..  |  ---\  -_  \__..      predict,  product,  protect 

...s\.../C\<..     repeal,  repel,  reply 

A>  —  L^_..V~-'l  trader,  tartar,  territory,  traitor 


104  The  American  Standard  System 

1.  If  you  affect  a  fact,  the  effect  will  be  indifferent. 

2.  You  may  compel  an  appeal,  if  you  comply  with  the  facts. 

3.  Are  you  prepared  to  appropriate  the  purport  of  it  aright  ? 

4.  The  appropriation  for  the  preparation  is  in  proportion. 

5.  The  effect  may  affect  the  fact  and  the  appropriation. 

6.  The  auditor  wrote  the  debtor  to  write  to  his  daughter. 

7.  I  understand  the  preparation  is  an  unjust  appropriation. 

8.  If  you  write  aright,  what  you  have  written  will  be  writing. 

9?  The  debtor  said  the  situation  of  the  citation  was  in  the  station. 

10.  Compare  power  with  the  pure  and  protect  the  daughter. 

11.  The  editor  was  an  auditor  in  the  station,  though  a  debtoi. 

12.  Legal  power  will  compel  a  debtor  to  appeal  or  comply. 

13.  The  editor's  daughter  was  a  doubter  as  well  as  a  debtor. 

14.  You  may  desist,  but  if  diseased,  expect  to  be  deceased. 

15.  The  deceased  had  a  good  preparation  for  the  disease. 

1 6.  The  expert  prepared  an  appropriate  preparation  to  export. 

17.  The  expert  expired  when  the  debtor  took  his  export  for  debt. 

18.  If  you've  farmed  it  you'll  know  how  he  formed  and  framed  it. 

19.  If  you  are  a  Gentile,  or  genteel,  you  will  be  gentle. 

20.  Whatever  your  situation  or  power,  be  pure  in  the  station. 

21.  A  long  memorandum  is  not  necessary  with  a  good  memory. 

22.  But  memoranda  must  be  made  to  help  the  memory  remember. 

23.  His  memory  was  poor  but  memoranda  perfect  when  compared. 

24.  I  had  a  farm  in  good  form  in  a  frame  and  exported  it. 

25.  To  feel  the  operation,  take  a  portion  of  the  oppression. 

26.  Order  the  writer  rather  to  make  good  memoranda. 

27.  I  would  rather  be  a  good  writer  than  an  order  clerk. 

28.  The  operation  was  an  oppression  of  the  debtor  and  editor. 

29.  Perhaps  you'll  propose  the  purpose  to  protect  or  predict. 

30.  I  predict  if  you  reply  to  the  appeal  it  will  repel  the  product. 

31.  Whether  a  tartar  or  a  traitor,  the  territory  is  large. 

32.  I  propose  to  question  your  purpose  and  protect  you. 

33.  You  may  appeal  and  compel  a  reply  if  you  comply  and  repeal. 

34.  If  you  write  aright  you  will  see  a  different  purport. 

35.  A  tartar  wants  large  territory  to  be  a  great  traitor. 

36.  Send  the  editor,. though  a  doubter,  a  reply  for  the  daughter. 

37.  The  deceased  was  an  editor  who  expired  as  an  expert. 

38.  The  preparation  was  an  appropriation  out  of  proportion. 


Of  Pitman  Phonography. 

LESSON    XXVII. 

SPANISH   PHONOGRAPHY. 


By  Fred.  R.  Guernsey,  Editor  El  Financiero  Mexicano,  City  of  Mexico. 


THE   VOWELS. 

§  I.  The  vowel  sounds  in  Spanish  predominate,  whereas  in  English  they 
are  subordinate;  hence  in  the  former  it  is  necessary  to  have  for  their 
representation  simple,  easily  distinguished,  and  connectible  signs  to  repre- 
sent the  frequent  difthongs. 

I  use  this  scheme  : 

A      •  pronounced  ah. 

E     A  pronounced  ay  as  in  play. 

I     v  pronounced  ee  as  in  feed. 

O   I    —  pronounced  oh. 

U    n  pronounced  oo  as  in  food. 

§  2.  These  signs  are  facile  and  legible.  It  must  be  remembered  that  jn 
Spanish  the  vowels  are  spoken  clearly,  that  there  are  no  flat  sounds,  as 
"a"  in  "rat,"  or  "u"  in  "bull."  The  vowels  are  sonorous,  clear,  and 
uttered  with  the  mouth  well  open,  a  difficult  matter  for  an  Englishman  or 
American,  accustomed  to  our  verbal  shorthand  with  half  the  syllables 
swallowed. 

COMBINATIONS    OF   VOWELS. 

§  3.    v^  ie  pronounced  ee-ay.  V*  ja  pronounced  ee-ah. 

A/  ei  pronounced  ay-ee.  'V  ai  pronounced  ah-ee. 

V"  Jo  pronounced  ee-oh.  *v  ui  pronounced  oo-ee. 

-^  oe  pronounced  oh-ay.  /*  ue  pronounced  oo-ay. 

NOTE.  —  "A"  may  be  added  or  prefixed  by  a  small  circle  vowel,  but  this  plan  is  not 
very  useful  in  practice.  Example: 

V     az,  v     fa.  <*     ua, 

THE  CONSONANTS. 
§  4.  J  not   being   employed  in  Spanish  pronunciation,  represents  the 

strongly  aspirated  "  h."     As  for  instance  :   %    justida  (justice),  ^7    ffja 

9V 
madeja  (skein),  ^5  ingeniero  (engineer). 


io6  The  American  Standard  System 

§  5.   Rr,  a  single  letter  of  the  Spanish  alphabet,  may  be  represented 

by  "^  or  by  "V  or  /  —  according  to  convenience.  This  double  rr  is  a 
strongly  trilled  r  and  must  be  carefully  distinguished  from  the  soft  r, 
represented  by  ^^  and  ~^\  , 

§  6.   The   liquid  //,  also   a  single   letter  of  the   Spanish    alphabet,   I 

represent  by  /r-    or  f  . 
up  down 

§  7.   The  «  in  Spanish  I  represent  by  ^~s.       Examples  of  the  fore- 
going : 


Double  r  —  \S*~  barrio  (ward),      V-^N/  arrimar  (to  bring  near), 
tierra  (earth).      Liquid  /  —  ~JT  or  __/^    calle  (street),  ^    llama 
(flame);   n  as  in  ^"^  Senor  (Sir),  ^^v\.  Sehorita  (Miss). 


ABBREVIATIONS. 


-  Qjte  (that,  which,  etc.)  ;  *\  par  (by,  for,  etc.)  ;   \/  para  (to,  for, 

etc.);  I,  todavia  (yet,  still);  |  de  (of,  from);  y"  del  (of  the);  \*^.porque 
(because,  why);  o  se  (itself,  herself,  themselves,  himself,  etc.);  "  su  (his, 
hers,  its,  etc.). 

AFFIXES. 
r^   Mente,  as  in    ir    tatalmente  (totally);  ^  miento,  as  in  *V^    pro- 

nunciamiento   ""*  (proclamation).  J^ 

Cion.  —  I  use  the  shun  hook  for  the  very  frequent  termination  don,  as 
for  example:   ^~U   nadon   (nation),    3r  termination   (termination), 

f-\     ^^ 

vl  nacionalidad  (nationality),       \)  ambidon  (ambition). 


§  8.  I  think  the  above  rapid  glance  at  phonography  as  applied  to 
Spanish  will  demonstrate  that  the  American  Standard  can  be  used  in 
writing  Spanish.  First  of  all,  a  good  knowledge  of  Spanish  grammar  is 
needed,  and  then  common  sense. 

REMARKS.  —  Although  it  is  often  necessary  to  throw  in  vowels  in  Spanish,  yet  I 
believe  that  a  joined-vowel  system  is  not  needed,  and  that  the  /,  r,  n  and  shun  hooks  in 
phonography,  the  halving  principle,  etc.,  render  Spanish  note-taking  swifter  by  a  non- 
connective  vowel  scheme. 


APPENDIX. 


POSITION. 

§  I.  Position  is  that  principle  in  Phonography  by  which  consonants 
of  words  are  placed  in  relation  to  the  line  of  writing  to  suggest  their  most 
marked  vowel.  It  is,  in  other  words,  the  writing  of  consonants  above,  on, 
through,  or  below  the  line,  to  indicate  the  accented  vowel  of  a  word. 

§  2.  The  principle  is  one  for  the  exercise  of  individual  judgment,  and 
serves  the  purposes  of  some  writers  of  shorthand  more  than  others. 

§  3.  The  principle  of  position  cannot,  therefore,  be  set  down  as  a  rigid 
rule,  the  judgment  and  necessity  of  the  writer  determining  how  little  or 
how  much  he  shall  use  it,  outside  of  observing  it  strictly  with  reference  to 
the  established  abbreviations  of  the  system.  These  are  given  positive 
positions  for  distinction  between  what  would  otherwise  be  conflicting 
words,  as,  to  write  the  words  be  and  by,  do  and  had,  each  and  ivhick,  in  the 
same  position,  would  result  in  very  great  difficulty  in  reading. 

§4.  It  has  been  determined  by  careful  examination  of  hundreds  of 
pages  of  practical  shorthand  matter,  that  position  exerts  very  little  influ- 
ence on  other  than  abbreviated  words.  It  principally  governs  the  wr>*ing 
of  half-lengths,  horizontals,  brief  signs,  and  words  of  one  or  two  syllables. 
Where  words  have  long  or  suggestive  consonant  outlines,  it  is  not  neces- 
sary to  observe  position  other  than  to  write  such  words  on  the  line  of 
writing,  as  their  legibility  is  undoubted,  and  therefore  position  is  not 
required  to  increase  their  suggestiveness. 

RULES   OF  POSITION. 

FIRST  POSITION. — The  height  of  a  /-stem  above  the  line  of  writ- 
ing for  horizontal  and  vowel  signs ;  and  half  the  height  of  a  /-stem 
above  the  line  for  the  first  consonant  in  an  outline  having  an  upward  or 
downward  stem ;  thus, 

~~^/      ^S~~      S~~\— —          _,  (—  O  €  n  t    '  \ 

king,      nick,     meek,     kind,     greet,     zV,      with,     beyond,      ought,     all; 


copied,  adopt,  street,  water,     lighter,    title,  -vital,     prolong, 

107 


io8  The  American  Standard  System 

SECOND  POSITION.  —  On  the  line  for  any  kind  of  a  sign;  thus : 

V 


were,  a,  to,  date,    neck,   kept,     cored,   weather,    letter,  dotage,  stipulate. 

THIRD  POSITION.  —  Through  or  close  under  the  line  for  all  classes  of 
words;  thus: 


how,    and,  about,  calmest,  exhortation,    accept,    smart,  rather,      father. 

§  5.  in  placing  words  in  position  Rule  I.  must  be  observed,  a  half- 
length  conforming  to  the  rule  the  same  as  though  it  were  a  full-length. 

§  6.  The  derivative  forms  of  some  words  will  seem  arbitrary  unless  the 
Student  is  familiar  with  Rule  I.  (given  on  page  4) ;  to  illustrate :  own  is 
written  thus,  -^^  for  the  third  position,  while  owner  must  be  written  in  this 
manner,  ^rr^\  ,  the  first  downward  stem  governing  the  position.  Of  this 

class  of  words  we  have  --#*.-•  accurate,  .filTy.  accuracy,  etc.     Words  in  other 
positions  are  governed  by  the  same  rule,  as  .0^.  sane,      ">.  saner,  _^rr  gain, 

_^  gainer,  s-rr.grow, L.  growth. 

§  7.  It  is  necessary  at  times  to  write  a  derivative  form  a  little  higher  or 
&  little  lower  than  it  would  be  written  in  the  primitive  word  in  order  to 
avoid  extending  too  far  above  or  too  far  below  the  line  of  writing,  so  that 
the  words  of  one  line  would  become  confused  with  the  first  or  third  posi- 
tion words  of  other  lines;  to  illustrate  :  nice,  ^^P^_  nicer,  _J__  nicely, 

^^  win, _j  winner, mere,  fT^.    merely,  .._.£..  although,  V/j     al- 
ready. 

PRACTICE   EXERCISE  ON   POSITION. 

§  8.  Write  the  following  exercise  from  dictation,  placing  the  words  in 
position  that  are  necessary  to  be  written  in  certain  places  to  gain  the  sug- 
gestiveness  of  their  accented  vowels.  When  this  can  be  done,  and  the 
notes  read  without  hesitation,  doubt,  or  error,  the  student  may  take  the 


Of  Pitman  Phonography.  109 

liberty  to  go  ahead  and  write  anything  else  in  the  same  manner,  and  call 
himself  a  stenographer  without  fear  of  being  contradicted.  The  reading 
exercises  at  the  end  of  this  work  or  in  auxiliary  books  will  illustrate  the 
extent  to  which  position  is  e°mployed,  and  will  afford  excellent  matter  for 
study  in  this  connection.  The  various  Shorthand  Readers  or  other  en- 
graved matter  in  the  system  are  indispensable  to  the  student's  rapid 
progress.  See  price  list  of  books  by  the  author. 

PRACTICE   EXERCISE. 

How  can  the  ability  to  write  rapidly  be  acquired,  is  the  one  question 
that  interests  the  young  stenographer  more  than  any  other,  and  lies  nearest 
his  heart.  The  main  thing  to  be  done  is  to  get  as  great  a  familiarity  with 
the  shorthand  characters  as  with  the  longhand  alphabet  and  common 
method  of  spelling.  One  should  write  as  logically  as  syllabication  and 
analogy  will  permit,  so  as  to  avoid  hesitation  ;  and  the  abbreviations  of  the 
system  should  be  as  familiar  as-a,  b,  c ;  then  the  stenographic  horse  can 
be  trotted  through  the  short  cuts  and  narrow  lanes  and  across  the  lots  of 
the  phonographic  field  as  often  and  as  rapidly  as  possible.  Whatever 
method  or  practice  for  speed  is  adopted,  one  should  not  cease  writing  the 
abbreviations  of  the  system  until  they  can  be  executed  continuously  in  the 
order  of  the  lists  or  sentence  exercises  following  each  lesson,  at  as  high  a 
rate  of  speed  as  possible  to  be  obtained  after  writing  and  rewriting  them 
many  times.  This,  together  with  practicing  upon  some  article  in  the 
same  manner,  will  give  wrist  facility  as  well  as  cultivate  the  memory. 
The  practice  should  be  followed  with  equal  assiduity  in  writing  upon 
different  classes  of  matter  until  a  high  average  rate  of  speed  can  be 
obtained  in  writing  upon  any  subject.  In  this  manner  one  can  increase  his 
speed,  even  after  already  being  a  rapid  writer,  to  a  remarkably  high  degree. 
It  is  possible  even  to  add  fifty  words  a  minute  to  one's  speed  after  writing 
on  an  average  one  hundred  and  fifty  words  a  minute,  which  is  sufficient 
for  nearly  all  kinds  of  practical  reporting. 

Lineality  increases  speed  and  legibility  by  serving  the  convenience  of 
the  writer  and  the  reader.  For  a  comparison,  write  the  above  exercise 
and  see  it  written  in  some  other  system,  then  count  the  words  below  or  ufl 
the  line. 


HO  The  American  Standard  System 

PHRASING. 

§  I.   Phrasing  in  Phonography  means  the  writing  of  two  or  more  words 
together  without  lifting  the  pen. 

§  2.   There  are  three  methods  for  phrase-writing: 
FIRST  —  By  joining  words  together  without  change  of  outline. 
SECOND  —  By  using  a  modification  to  represent  one  or  more  of  the  words 
which,  when  standing  alone,  would  be  written  with  a  single  stem 
vowel  or  brief  sign. 

THIRD  —  By  omitting  some  of  the  words  of  the  phrase  which  the  sense 
will  supply. 

§  3.    Phrases  of  the  first  order  are  : 
•j 


,       r*\  . 


/  am  glad,  on  this  occasion,        how  long  ago,  are  you  sure. 

§  4.   Phrases  of  the  second  order  are  : 


at  all  events,       at  any  rate,       for  some  time,       City  of  New-  York. 
§  5.   Phrases  of  the  third  order  are  : 


how  long  have  you  known  him,  where  is  your  place  of  business. 

§  6.  Phrases  of  the  first  order  are  written  in  all  kinds  of  matter,  and 
may  be  used  without  special  effort  at  memorizing.  By  a  law  of  rhythm  of 
sound  they  seldom  extend  beyond  three  words. 

§  7.  The  second  order  of  phrases  consists  of  words  that  are  arbitrarily 
contracted  to  give  increased  speed  where  certain  sentences  are  of  frequent 
occurrence.  Phrases  of  this  order,  like  the  first  class  of  phrases,  can  be 
created  by  a  stenographer  to  serve  his  purposes  and  suited  to  the  matter 
with  which  he  is  most  familiar  in  his  practice. 

§  8.  Phrases  of  the  third  order  may  be  denominated  special,  because 
they  are  almost  wholly  arbitrary,  and  serve  the  purpose  of  contracting  ste- 
reotyped forms  of  speech  used  principally  in  the  interrogatories  of  lawyers, 
or  answers  of  witnesses  in  giving  testimony.  These  must  be  learned  from 
auxiliary  works  on  law  reporting,  or  phrase-books;  but  generally  phrase- 
books  contain  thousands  of  impracticable  phrases,  and  therefore  it  would 


Of  Pitman  Phonography.  Ill 

not  be  profitable  for  the  student  to  attempt  to  memorize  more  than  his 
•^ractice  will  demand  in  a  special  line  of  work.  For  a  list  of  the  more 
common  and  useful  phrases,  we  would  refer  to  The  Book  of  Names,  con- 
taining lists  of  Persons,  Places,  States,  Months,  Corporations  and  Phrase- 
signs;  also  the  engraved  matter  closing  the  lessons  of  this  book,  not  omit- 
ting Chapter  XXII,  of  Part  II,  Text-book  of  Phonography,  which  treats  the 
subject  exhaustively  and  from  all  its  standpoints. 


SPECIAL   DIRECTIONS. 

§  9.   Words  that  should  always  be  phrased  : 

The  following  any  word  when  not  separated  by  a  period;  thus,  ^*  of 
the,  .>„  to  the,  _*__  on  the,  ..^  should  the,  ----?--  and  the. 

Following  p,  b,  f,  and  v,  the  must  always  be  made  downward;  thus, 

~~V-   pay  the,  _^_  by  the,     \--for  the,    -->>..-  have  the ;  following  r, 
t,   2,  and    ch,   it   must   be  written    upward    to   afford  a   sharp  angle  at 

the  point  of  junction;    thus,  ___V__   are  the,  — £•-•  at  the, k._  was  the, 

..A...  which  the. 

§  10.   Words  that  should  never  be  phrased: 

All  the  and  to  whom,  the  former  would  be  misread  for  of  the  and  the  latter 
for  to  the.  To  go  would  also  conflict  with  altogether.  These  words  must 

therefore  be  written  separately;   thus, all  the,  ^_^  to  whom. 

§li.   Been  may  be  expressed   by  the  »-hook  following  have;    thus, 
.  t-+ 

_\o__    have-been,  __Sj>_  might-have-been. 

§  12.  Phrase-signs  are  governed  by  the  first  word  of  the  phrase  and 
accommodate  themselves  to  the  position  required  by  the  rules  already 
learned  by  the  pupil,  in  rising  or  falling  a  trifle,  that  the  second  stem  may 
be  in  perfect  position,  if  the  first  is  a  brief  sign,  as  in  although  falling,  and 

allwise   ris:.ng;    thus,       >___  although,    .._j?_.    all-wise,     .  ij_    is-al-hand, 

,^_\__  already,     ^-_  as-near~as,  ?f?^.S?   tn-some-respectst    __")     so-far-as, 

which  distinguishes  it  from    Vjj_  as-far-as ;  _A..  on-to. 

§  13.  Write  the  words  in  phrases  in  the  following  exercise,  according  to 
the  rules  already  explam'ed.  As  an  aid  to  the  student  the  words  that 
thould  be  written  in  <*  phrase  are  connected  by  hyphens. 


112  The  American  Standard  System 

PRACTICE   EXERCISE   ON   PHRASING. 

My  dear-Sir  :  I -have-received  your-letter  of-recent-date.  I-am-sure  it- 
will-be  in-every-way  more-than  agreeable  for-me  to  hear-from-you  at-any- 
time.  Do-you-remember  how-many-things  we-had-seen  years-ago  one- 
long-day  in-New-Haven  ?  It-has-been  as-much-as  fifteen-years-ago,  it- 
seems-to-me.  Pleasures  of-that  kind  will-never  cease-to-be  sweet  recollec- 
tions. What-do  you-think,  some-one  has-been  kind-enough  to  give-me 
what  might-have-been  a  handsome-present,  in-some-respects,  but  it-was- 
only  one-of-those  ordinary  dogs,  and  he-died.  I-will-take-you  one  of- 
these-days  to-the  grave  of-that  noble  animal  which-might-have-been  a 
delightful  companion.  I-am-sure  you-will-not  regret  taking  my  advice 
if-you-will-do  as  I-wish  —  never  waste  good  affection  on  a  bad  brute. 
Come  and  see-us,  dear-Charles,  as-soon-as-possible  and  as-early-as  you-can 
in-the-month,  as  it-is-likely  we  may-go  out-of-town  for-some-time,  at-any- 
rate  we  intend  to  do  so  before-long.  Mother  sends  her-best-regards  and 
says  she-would-be-glad  to  see-you.  Do-not  stay-away  any-longer-than 
necessary.  Please  have-the  kindness  to-reply  as-early-as-possible,  and 
oblige  Very-truly-yours. 

IMPORTANCE  OF  PUNCTUATING  SHORTHAND  NOTES. 

§  I.  Good  reporting  depends  more  upon  good  punctuation  than  good 
shorthand  writing.  What  is  meant  by  this  is  that  the  sense  conveyed  by 
the  punctuation  points  used  while  taking  the  notes  enables  the  reporter  to 
make  a  correct  transcript.  Without  observing  the  principal  punctuation 
marks  while  taking  notes,  a  strong  possibility  will  be  left  open  to  misin- 
terpret the  speaker's  meaning.  The  voice  of  the  speaker,  in  rising  and 
falling,  accentuating,  intonating,  and  giving  expression  to  his  ideas,  marks 
the  place  to  punctuate  with  periods,  dashes,  or  parentheses;  in  other  words, 
where  to  use  points  of  punctuation. 

§  2.  The  precision  with  which  the  reporter  must  observe  the  inflections 
of  the  speaker's  voice  in  order  to  reflect  his  meaning  in  punctuating  de- 
pends upon  the  style  of  composition,  matter  spoken,  and  his  own  literary 
ability.  If  a  speaker  uses  quotations  frequently,  with  which  the  stenogra- 
pher is  not  familiar,  and  he  knows  a  quotation  is  being  used,  but  fails  to 
put  the  points  in  his  notes,  his  transcript  will  be  a  jumble  and  will  not  give 
satisfaction.  If  the  speaker  breaks  up  his  senterices  by  dashes  and  paren- 
theses, and  the  reporter  transcribes  them  with  commas  and  semicolons, 


Of  Pitman  Phonography.  113 

or,  perhaps,  with  periods,  giving  an  epigrammatic  style  of  composition 
which  the  speaker  did  not  use,  the  report  will  not  be  accepted.  The 
stenographer  must  convey  the  sense  and  the  style  the  speaker  intended. 
When  the  reporter's  general  knowledge  falls  short,  or  he  fails  to  appreciate 
the  delicate  shades  of  meaning  the  speaker  conveys,  he  must  depend  upon 
mechanical  means  to  make  a  correct  report,  that  is,  rely  on  the  punctua- 
tion points.  But  if  the  reporter  is  as  learned  a  man  as  the  speaker,  then 
he  need  not  be  slavishly  confined  to  punctuation  ;  he  will  know  what  he 
is  doing  and  how  to  make  a  correct  transcript. 

§  3.  The  punctuation  points  with  their  uses  defined  were  given  in 
Lesson  VII.,  to  which  the  student  should  refer  till  he  understands  them 
perfectly.  There  was  but  little  use  for  any  of  them  save  the  period  mark 
through  the  exercises  in  the  book. 


THE   AMERICAN   STANDARD   SYSTEM  OF   PITMAN 
PHONOGRAPHY. 

Manual  of  Pitman  Phonography. 

A  clear,  concise,  and  logical  exposition  of  the  stenographic  art,  suitable  for  home 
study  or  for  instruction  by  mail,  and  especially  adapted  for  use  in  schools  and  colleges. 
This  book  is  complete,  yet  plain  and  practical,  and  is,  we  believe,  the  only  book  that  pre- 
sents the  art  to  the  learner  exactly  as  it  is  practiced  by  the  professional  stenographer. 
This  simplifies  the  study,  and  greatly  reduces  the  time  required  for  mastering  the  subject 
It  contains  an  abundance  of  exercises,  both  in  reading  and  in  writing;  a  feature  thai 
teachers  will  appreciate  and  that  few  text-books  on  shorthand  possess.  Price,  $  i.oo. 

Reporter's  Guide. 

States  how  to  apply  the  art  to  all  kinds  of  business,  and  gives  information,  not  to  be 
found  elsewhere,  as  to  the  duties  of  stenographers  and  the  proper  rates  to  charge  for  work; 
points  out  the  errors  of  young  stenographers,  that  they  may  be  avoided;  indicates  the 
best  business  grooves,  and  shows  how  to  attain  success  with  comparative  ease  and  expe- 
dition. Price,  $  i  50. 

Reading  Exercises. 

Sentences  arranged  to  accompany  the  lessons  in  the  Manual  and  make  the  memoriz- 
ing of  the  abbreviations  easy.  This  work  is  especially  helpful  to  plodding  students,  those 
studying  alone,  and  all  who  may  be  learning  the  art  in  connection  with  occupations  or 
other  studies.  Price,  $  .25. 

Shorthand  Abbreviations,  or  Dictionary. 

Containing  outlines  (keyed  in  common  print)  of  all  that  class  of  words  that  are  used 
as  abbreviations,  and  others  that  might  cause  difficulty  in  properly  outlining  them.  Bound 
in  limp  cloth,  convenient  for  carrying  in  the  pocket  as  a  book  of  reference,  when  in  doubt 
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Price,  $  .50. 

Shorthand  Names  and  Phrases. 

Gives  the  best  outlines  for  the  names  of  States,  Months,  Cities,  Titles,  and  Legal  and 
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Dictation  Book. 

An  imaginary  speech  and  other  matter  in  ordinary  print,  arranged  for  dictation  prac- 
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Advanced  Phonographic  Reader. 

Containing  letters,  discourses,  testimony,  poetry,  etc.,  presenting  notes  as  written  in 
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Religious  Phonographic  Reader. 

Contains  matter  of  special  interest  to  the  stenographer  studying  for  Sermon  Report- 
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HINDS,  NOBLE  &  ELDREDGE,  Publishers, 
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